Mandatory versus non-mandatory training in culturally safe practices for education staff at universities

Abstract

This study aimed to determine whether mandatory or non-mandatory cultural safety training would be more effective to address a lack of cultural safety for Indigenous students in tertiary education. Two electronic databases were systematically searched, and articles were included based on reference to mandatory or non-mandatory cultural safety training, and respective outcomes for Indigenous students. Findings were mixed, whereby studies with both mandatory and non-mandatory cultural safety training have proven successful, suggesting potential for a mixed-methods model to be effective. Effectiveness can also be dependent on the context of the study and its associated delivery methods. These findings suggest that how cultural safety training is implemented may be more influential than whether or not it is mandated. This is a potential research topic for future studies that look at cultural safety for Indigenous peoples.

Breaking the ice: educator leaders' entré into equity and inclusion leadership in a rural high school

“…A willingness to learn is considered a required entry point into effective equity and inclusion professional development (c.f., see Quonoey et al, 2022;Sisco, 2023 for effective approaches to mandatory social justice learning). In cycle one, educator leaders conveyed a commitment to equity and inclusion, not only by saying so but also through a growth mindset and an interest to challenge themselves.…”