PRINCIPLE 4 Self-reflexivity and humility develop respectful health care practice PRINCIPLE 5 Holistic health service delivery is essential PRINCIPLE 6 Local context and diversity must be recognised PRINCIPLE 7 Development of intercultural capabilities is a lifelong learning journey PRINCIPLE 8 Ongoing professional development and professional support for Aboriginal and Torres Strait Islander and non-Indigenous educators is essential How to Assemble Curriculum Change Working group with representation from: Faculty dean/associate dean of teaching and learning Each school discipline Human resources/ organisational development unit Curriculum change project coordinator Aboriginal and Torres Strait Islander academic and community member representation Engage with local communities Allocate resources (staff time and funds) to enable meaningful engagement with Aboriginal and Torres Strait Islander stakeholders. Ensuring Aboriginal and Torres Strait Islander community are kept informed and have opportunities to give feedback. What do students know about Aboriginal and Torres Strait Islander history? What do educators know about Aboriginal and Torres Strait Islander? How do we bridge these gaps for students and educators? Joint coordination and delivery of courses through collaboration between Aboriginal and Torres Strait Islander and non-Indigenous staff if crucial in demonstrating respect and commitment to partnership. Building upon knowledge Essential skills for both non-Indigenous and Aboriginal and Torres Strait Islander educators involved in teaching Aboriginal and Torres Strait Islander content: Aboriginal and Torres Strait Islander content specific knowledge Self-reflexivity – both in ‘looking back’ on one’s life and in classroom practice Highly developed facilitation skills- including the ability to facilitate courageous conversations (Singleton & Linton 2006) and learning that inspires students to examine their beliefs in a safe learning environment Robust skills in cross cultural facilitation and the capacity to develop challenging yet ‘safe’ teaching and learning spaces that do not resort to binary views but rather encourage students to explore multiple ‘intercultural’ perspectives in an open and transparent way Deep understanding of the student learning journey specific to Aboriginal and Torres Strait Islander content Ability to enact strategies of professional and personal self-care Demonstrate intercultural partnerships, collaboration and engagement. For each HEP, the specificities of content will be different, and it is essential that HPPs have engaged with Aboriginal and Torres Strait Islander advisors (for example, Aboriginal and Torres Strait Islander Pedagogy Coordinators, Learning Centres, Board of Studies and community
PRINCIPLE 4 Self-reflexivity and humility develop respectful health care practice PRINCIPLE 5 Holistic health service delivery is essential PRINCIPLE 6 Local context and diversity must be recognised PRINCIPLE 7 Development of intercultural capabilities is a lifelong learning journey PRINCIPLE 8 Ongoing professional development and professional support for Aboriginal and Torres Strait Islander and non-Indigenous educators is essential How to Assemble Curriculum Change Working group with representation from: Faculty dean/associate dean of teaching and learning Each school discipline Human resources/ organisational development unit Curriculum change project coordinator Aboriginal and Torres Strait Islander academic and community member representation Engage with local communities Allocate resources (staff time and funds) to enable meaningful engagement with Aboriginal and Torres Strait Islander stakeholders. Ensuring Aboriginal and Torres Strait Islander community are kept informed and have opportunities to give feedback. What do students know about Aboriginal and Torres Strait Islander history? What do educators know about Aboriginal and Torres Strait Islander? How do we bridge these gaps for students and educators? Joint coordination and delivery of courses through collaboration between Aboriginal and Torres Strait Islander and non-Indigenous staff if crucial in demonstrating respect and commitment to partnership. Building upon knowledge Essential skills for both non-Indigenous and Aboriginal and Torres Strait Islander educators involved in teaching Aboriginal and Torres Strait Islander content: Aboriginal and Torres Strait Islander content specific knowledge Self-reflexivity – both in ‘looking back’ on one’s life and in classroom practice Highly developed facilitation skills- including the ability to facilitate courageous conversations (Singleton & Linton 2006) and learning that inspires students to examine their beliefs in a safe learning environment Robust skills in cross cultural facilitation and the capacity to develop challenging yet ‘safe’ teaching and learning spaces that do not resort to binary views but rather encourage students to explore multiple ‘intercultural’ perspectives in an open and transparent way Deep understanding of the student learning journey specific to Aboriginal and Torres Strait Islander content Ability to enact strategies of professional and personal self-care Demonstrate intercultural partnerships, collaboration and engagement. For each HEP, the specificities of content will be different, and it is essential that HPPs have engaged with Aboriginal and Torres Strait Islander advisors (for example, Aboriginal and Torres Strait Islander Pedagogy Coordinators, Learning Centres, Board of Studies and community
Aboriginal%20and%20Torres%20Strait%20Islander%20Health%20Curriculum%20Framework%20Key%20Notes.docx