Decolonising the Indigenised curricula: preparing Australian graduates for a workplace and world in flux

Bullen, Jonathan; Flavell, Helen

doi:10.1080/07294360.2021.1927998

Cited by 14 publications

(13 citation statements)

References 36 publications

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“…Similar to previous studies (Bullen & Flavell, 2021; Diffey & Mignone, 2017; Vass & Adams, 2020; Wolfe et al, 2018), non‐Aboriginal educators described experiences of tensions and uncertainty regarding teaching Aboriginal health. However, this study identified that educators experienced this personally when interacting with learners and within the institution they work in.…”

Section: Discussionsupporting

confidence: 75%

“…Also recommended are skills to teach students how to recognise and respond to power imbalances, such as teaching how privilege is constructed and maintained and how to mitigate resultant harm to patients (Freire, 2000;McLaughlin, 2013;Nixon, 2019;Pease, 2010;Williamson & Dalal, 2007;Wolfe et al, 2018). Further educator capabilities involve being able to teach students about problems arising in healthcare from racism and entrenched settler-colonial epistemologies and ontologies (Bullen & Flavell, 2021;Moreton-Robinson, 2015). These types of capabilities require educators to: understand these concepts; know how to teach about them; equip students to act to improve cultural safety in healthcare.…”

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confidence: 99%

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‘Maybe what I do know is wrong…’: Reframing educator roles and professional development for teaching Indigenous health

2022

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Settler colonisation continues to cause much damage across the globe. It has particularly impacted negatively on Indigenous peoples' health and wellbeing causing great inequity.Health professional education is a critical vehicle to assist in addressing this; however, non-Indigenous educators often feel unprepared and lack skill in this regard. In this qualitative study, 20 non-Indigenous nursing, physiotherapy and occupational therapy educators in Australia were interviewed about their experiences and perspectives of teaching Indigenous health. Findings from the inductive thematic analysis suggest educators require skill development to: identify their discomfort in teaching cultural safety; contextualise the sources of this discomfort and; reflect on how this understanding can improve their teaching. Additionally, educators require professional training to become practitioners of cultural humility and to be facilitators and colearners (rather than experts) of the Aboriginal-led curriculum. Of relevance to this is educator training in how to decentre non-Indigenous needs and perspectives. Educators can also renew their teaching practices by understanding what a dominant settler paradigm is, identifying if this is problematically present in their teaching and knowing how to remedy this. Crucial to improved cultural safety teaching is institutional support, which includes Indigenous leadership, institutional commitment, relevant policies, and well-designed professional development.

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Section: Discussionsupporting

confidence: 75%

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confidence: 99%

‘Maybe what I do know is wrong…’: Reframing educator roles and professional development for teaching Indigenous health

2022

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“…In this scenario, non-Aboriginal people cease to be solely the benefactor (that is, solving Aboriginal ‘problems’) and are able, or required, to assume the position of beneficiary (utilising Aboriginal knowledge to solve their own problems) [ 70 ]. This last point is becoming more relevant as we begin to understand the interconnectedness of our planet, our societies, and our knowledge systems and the utility of epistemic pluralism in approaches to solving many contemporary complex issues [ 72 , 73 ].…”

Section: A Strength-based Complex Systems Approach To Understanding A...mentioning

confidence: 99%

From Deficit to Strength-Based Aboriginal Health Research—Moving toward Flourishing

Bullen

Hill-Wall

Anderson

et al. 2023

IJERPH

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Aboriginal Australians have a fundamental human right to opportunities that lead to healthy and flourishing lives. While the impact of trauma on Aboriginal Australians is well-documented, a pervasive deficit narrative that focuses on problems and pathology persists in research and policy discourse. This narrative risks further exacerbating Aboriginal disadvantage through a focus on ‘fixing what is wrong’ with Aboriginal Australians and the internalising of these narratives by Aboriginal Australians. While a growing body of research adopts strength-based models, limited research has sought to explore Aboriginal flourishing. This conceptual paper seeks to contribute to a burgeoning paradigm shift in Aboriginal research, seeking to understand what can be learned from Aboriginal people who flourish, how we best determine this, and in what contexts this can be impactful. Within, we argue the case for a new approach to exploring Aboriginal wellbeing that integrates salutogenic, positive psychology concepts with complex systems theory to understand and promote Aboriginal wellbeing and flourishing. While deeper work may be required to establish the parameters of a strength-based, culturally aligned Aboriginal conceptualisation of positive psychology, we suggest the integration of Aboriginal and Western methodologies offers a unique and potent means of shifting the dial on seemingly intractable problems.

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“…In contrast, Bullen and Flavell (2021) exemplify a 'beyond-reform' stance (Andreotti et al 2015), criticising the whole notion of graduate attributes and particularly the ubiquitous concept of 'global citizenship' for reinforcing homogeneity, whiteness and a Western worldview of employability. Although they agree that the cultural interface is 'a highly productive learning context for students to engage in', they argue that wholehearted engagement requires more fundamental 'place-based decolonising processes', led by Aboriginal peoples, and needs to expose graduates to indigenous knowledge and 'learning processes … grounded in relationships, obligation and connection to country' (Bullen & Flavell 2021, pp.…”

Section: Decolonisation Of Higher Education Institutionsmentioning

confidence: 99%

Renewing and Revitalising the Social Mission of Higher Education

Corrall¹

2022

The Social Future of Academic Libraries

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Decolonising the Indigenised curricula: preparing Australian graduates for a workplace and world in flux

Cited by 14 publications

References 36 publications

‘Maybe what I do know is wrong…’: Reframing educator roles and professional development for teaching Indigenous health

‘Maybe what I do know is wrong…’: Reframing educator roles and professional development for teaching Indigenous health

From Deficit to Strength-Based Aboriginal Health Research—Moving toward Flourishing

Renewing and Revitalising the Social Mission of Higher Education

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