Authors: Jessie Johnson-Cash, Jane Taylor, Lynne Stuart, Nicole B. Reinke, Kathryn Wenham, Kate Mounsey, Michelle Maugham-Macan
Title: Time for reflection: our UniSC School of Health story of preparedness to Indigenise and develop Cultural Safety in health curricula
Background: ‘Closing the Gap’ on Indigenous Australian health inequities is a national priority. Universities Australia, CATSINaM, AHPRA, and many health profession accreditation bodies therefore require Indigenous Australian knowledges, perspectives, and experiences to be embedded into health curricula. This is essential for tertiary institutions to attract and support more Aboriginal and Torres Strait Islander students to complete health degrees, and to graduate health professionals proficient in Cultural Safety. However, little is known about the experiences of health academics embedding Cultural Safety education in curricula, and embedding Aboriginal and Torres Strait Islander knowledges, experiences, and perspectives.
Methods: We explored the collective experience of teaching academics undertaking research as experiential learning to develop Cultural Safety practices. This was part of a broader project (Time for a Yarn) investigating the preparedness of academics within the School of Health at the UniSC to Indigenise health curricula. The research team comprised 16 members who were invited to submit four reflective written pieces throughout the project. Narrative analysis identified initial themes (plots), which were then used to develop one collective narrative of the group’s journey. Considerations were given to ‘meaning making’ nature of narrative, contexts in which narratives are constructed, and narrative dimensions of the temporal, personal and social, and place. Two researchers completed initial coding, with a third confirming codes and themes, before collectively weaving together the stories inherent in the reflections.
Findings: The research team came together from disparate paths with various levels of knowledge of Australian history, and confidence and experience in Indigenising curricula. Acknowledging this diversity, we built relationships and trust to move forward on this collective journey.
Interpretation: This foundation of safety allowed vulnerabilities to be shared, and facilitated personal and professional growth for everyone, irrespective of where they were in their journey, and highlighted that our strength resides in our synergism.