Towards cultural competence: Australian Indigenous content in undergraduate psychology

Ranzijn, Rob; McConnochie, Keith; Day, Andrew; Nolan, Wendy; Wharton, Michelle

doi:10.1080/00050060701762554

Cited by 108 publications

(77 citation statements)

References 9 publications

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“…Fliers and emails were sent to all 180 of the first year university psychology students who had completed a compulsory Indigenous studies course two months previously. This course aims to develop understanding about Australian Indigenous culture in the past and present, the history of colonization, how government policies and relations with the wider community impact upon Indigenous Australians, issues such as racism and unearned privilege, the contemporary Indigenous context, myths and stereotypes about Indigenous Australians, and the potential role of psychology in redressing Indigenous disadvantage (Ranzijn, McConnochie, Day, Nolan, & Wharton, 2008).…”

Section: Data Collectionmentioning

confidence: 99%

Everyday antiracism in interpersonal contexts: Constraining and facilitating factors for ‘speaking up’ against racism

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Ranzijn

2011

Community & Applied Soc Psy

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Everyday conversations among non-Indigenous Australians are a significant site in which racism towards Indigenous Australians is reproduced and maintained. This study explores the possibilities of everyday antiracism by asking how people negotiate racist discourses in interpersonal contexts. Twelve first year psychology students (10 female, 2 male, aged 18-50) who had completed a compulsory Indigenous studies course were recruited as participants. Semi-structured interviews were thematically analysed for the constraints and facilitators for responding to racism in everyday contexts. As constraints against speaking up, participants offered 'social expectations to fit in', 'fear of provoking aggression and conflict', assessments of 'the type of relationship', whether they 'could make a difference' and the 'type of racism'. As a facilitator for speaking up, participants reported they were confident in challenging erroneous statements when they felt well informed and authoritative about the facts. The research suggests that everyday antiracism requires a preparedness to deal with possible discomfort and 'bad feeling' which participants reported avoiding. The paper concludes with suggestions for stimulating critical thinking and intergroup dialogue in relation to everyday antiracism.

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Section: Data Collectionmentioning

confidence: 99%

Everyday antiracism in interpersonal contexts: Constraining and facilitating factors for ‘speaking up’ against racism

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Ranzijn

2011

Community & Applied Soc Psy

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“…It was first incorporated into the health and education curriculum by scholars from those disciplines, but other disciplines have now also adopted the term and practices (Campinha-Bacote 1999;Downing & Kowal 2010;Nash et al 2006;Sargent, Sedlak & Martsolf 2005;Stewart 2006). While the terms 'cultural awareness' (Fredericks 2008;Westwood & Westwood 2010), 'cultural safety' (Sherwood & Edwards 2003) and 'cultural respect' (Fredericks & Thompson 2010) might have been used since the 1970s, and still are today, Ranzijn et al (2009) identify cultural competence as including cultural awareness, cultural safety (Bin-Sallik 2003) and cultural respect. They explain that cultural competence requires people to reflect on their own cultures and come to a deeper understanding about themselves prior to understanding another culture (Ranzijn et al 2008;Ranzijn et.al.…”

Section: Getting Startedmentioning

confidence: 99%

‘Which way? Talking culture, talking race’

Fredericks

Bargallie

2016

IJCIS

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In Australia, organisations identify Aboriginal and Torres Strait Islander cross-cultural awareness training or Indigenous cultural competency training as a means to address the service needs of Aboriginal and Torres Strait Islander peoples and to address the gap in disparity between Indigenous and non-Indigenous Australians. This training is also one of the strategies utilised in working towards reconciliation between Indigenous and non-Indigenous Australians. This paper presents the findings from an institutional study based on the development and implementation of an Indigenous Cultural Competency Course within an Australian university and the tensions that exist within the teaching and delivery of such a course.

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“…Since the Sanson et al. () publication and consistent with subsequent Australian Psychology Accreditation Committee's (APAC; Ranzijn, McConnochie, Day, Nolan, & Wharton, ) recommendations for the inclusion of Indigenous issues in psychology courses, the integration of cross‐cultural and Indigenous perspectives into psychology undergraduate degrees has gained further momentum. This is reflected in the introduction of cross‐cultural‐ and Indigenous‐focused units of study into undergraduate courses at a number of Australian universities (Pedersen & Barlow, ; Ranzijn et al., ; Sonn, ; Sonn et al., ).…”

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confidence: 99%

“…This reference group was made up of both Indigenous and non‐Indigenous psychologists from different employment contexts. Consequently, it was recommended that psychology undergraduate students should be provided with a comprehensive understanding of Indigenous perspectives, including “the cultural, historical and contemporary frameworks that have shaped and continue to shape, the lives of Indigenous Australians” (Ranzijn et al., , p. 133). It was also recommended that undergraduate psychology courses should provide students with the opportunity to critically reflect on psychology as a discipline, as well as the fundamental paradigms and values of psychology and how these values have an impact on their ability to work with individuals from culturally diverse and Indigenous backgrounds.…”

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confidence: 99%

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Implementing an Intercultural Psychology Undergraduate Unit: Approach, Strategies, and Outcomes

Chiodo

Sonn

Morda

2014

Australian Psychologist

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The relative absence of Indigenous and multicultural perspectives in core undergraduate psychology curriculum is said to hamper the preparation of students for engaging with culturally diverse communities. An intercultural unit that includes perspectives on Australia's history of race relations, Indigenous issues, and migration as the basis from which to research and practise intercultural psychology was introduced into the psychology undergraduate syllabus at Victoria University. This article describes the unit framework, structure, and evaluation of the unit. Content analysis of survey data showed that students appeared to develop greater critical awareness of psychological perspectives on cultural and social diversity. Although many students reported positive learning and an increased awareness of cultural matters, there were also student responses that suggested dissatisfaction or disengagement from what was being taught. These responses are consistent with the dynamics of learning about self and other, and of dominance and subjugation. It is argued that promoting an understanding of psychological phenomena as socially, culturally, and historically embedded is important in preparing students to be culturally safe and respectful mental health practitioners.

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Towards cultural competence: Australian Indigenous content in undergraduate psychology

Cited by 108 publications

References 9 publications

Everyday antiracism in interpersonal contexts: Constraining and facilitating factors for ‘speaking up’ against racism

Everyday antiracism in interpersonal contexts: Constraining and facilitating factors for ‘speaking up’ against racism

‘Which way? Talking culture, talking race’

Implementing an Intercultural Psychology Undergraduate Unit: Approach, Strategies, and Outcomes

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