KKB190 Yatdjuligin - Cultural Safety in Indigenous Australian Context

Unit Outline: Semester 2 2024, Kelvin Grove, Internal

Overview

Culturally Safe practice is an essential element in a professional's ability to work in a holistic and accountable way with Indigenous Australian peoples and their communities. This requires deconstruction of your own cultures, values, beliefs and attitudes by taking you on a learning journey that allows you to move beyond cultural awareness and cultural sensitivity through to cultural safety.

This unit will prompt you to develop your own strategies to be a culturally safe practitioner in both innovative and creative ways.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Interrogate the rise of colonialism and its impact for Indigenous Australians
2. Deconstruct the dominant systems that impact on Indigenous Australians
3. Apply the framework of Cultural Safety to your own culture, values, beliefs and attitudes and their impacts for Indigenous Australians
4. Construct, within your own practice settings, the application of principles of cultural safety

Content

Learning Approaches

When teaching Indigenous knowledges, the traditional context allows for a lag period of watching before doing. In our unit, we are constructing learning which supports critical self-reflection and analysis. Our teaching approach privileges Aboriginal and Torres Strait Islander knowledges, voices and standpoints. A blended learning environment in this unit underpins the holistic nature of Indigenous knowledges. Group discussions, yarning circles, interactive lectures, tutorials, supported opportunities for a critical self-discovery journey will have deeper and transforming, culturally safe implications for your discipline studies and practice.

Feedback on Learning and Assessment

Assessment criteria sheets and individual feedback will support your summative assessment.

Assessment

Overview

Assessment items submitted after the due date without an approved extension will not be marked and will receive a grade of 1 or 0%. If special circumstances prevent you from meeting the assessment due date, you can apply for an extension. If you don't have an approved extension you should submit the work you have done by the due date and it will be marked against the assessment criteria. QUT's assessment submission requirements reflect the expectations of professional practice where you will need to meet deadlines.

These assignments are eligible for the 48-hour late submission period and assignment extensions. 

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Reflections

Articulate your knowledge and understanding of the impact of colonial history on Indigenous people through critical self-awareness.
One (500 words) response per each module (1500 words in total)
Assessment 1.1 Specifically consider this in relation to the concept of cultural awareness [Module 1]
Assessment 1.2 Specifically consider this in relation to the Cherbourg field trip and the concept of cultural sensitivity [Module 2]
Assessment 1.3 Specifically consider this in relation to the principles of cultural safety [Module 3]

This is an assignment for the purposes of an extension.

Assessment: Reflection

This assessment articulates your journey from cultural awareness through to cultural safety, translating the impact on self and practice.
1. Individual written submission (1000 words) of your cultural safety journey.
2. Accompany your written submission with a negotiated creative expression of this journey in any medium.

This is an assignment for the purposes of an extension.

Academic Integrity

Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.

Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.

Resources

Resource Materials

Recommended text(s)

Best. O. & Fredricks, B. (2018). Yatdguligin: Australian Indigenous nursing and mid-wifery care for Indigenous Australians. Melbourne: Cambridge University Press. Second edition.

Bin-Sallik, M. (2003). Cultural Safety: Let’s name it. Australian Journal of Indigenous Education. 32, pp. 21 – 28.

Cox, L. & Taua, C. (2017). Understanding and applying cultural safety: philosophy and practice of a social determinants approach. In Crisps, J.; Douglas, C.; Rebeiro, & Waters, D. (eds.). Potter and Perry’s fundamentals of nursing. Sydney: Elsevier, pp.260 – 287.

Cox, L. (2007). Fear, trust and Aborigines: the historical experiences of state institutions and current encounters in the health care system. Health and History 9(2), pp 70 – 92.

Forde, T. (1990). Confinement and control: A history of Woorabinda Aboriginal Community 1927 – 1990. Unpublished Honours Thesis. Brisbane: University of Qld.

Jungersen, K. (2002). Cultural safety: Kawa whakaruruhau – an occupational therapy perspective. New Zealand Journal of Occupational Therapy. 49(1), pp 4 – 9.

Maddison, S. (2011). Beyond white guilt: the real challenge for black-white relations in Australia. Sydney: Allen and Unwin.

Moreton-Robinson, A. (2000). Talkin up to the white woman. Brisbane: University of Queensland Press.

Ramsden, I.H, (2002). Cultural safety and nursing education in Aotearoa and Te Waipounamu. Unpublished PhD thesis. Wellington: Victoria University.

Smith, P. S. (2010). Cultural safety in nursing education: increasing care for LGBT individuals. Washington State University: College of Nursing.

Williams, R. (undated). Cultural safety – what does it mean for our work practice? Darwin: CDU.

Other

First footprints (2013). ABC TV.

The first Australians (2008). Blackfellas Films / First Nation Film Ltd: SBS.

Risk Assessment Statement

There are no risks associated with this unit.

Course Learning Outcomes

AB01 Bachelor of Built Environment (Honours)

1. Design and critically evaluate sustainable and creative solutions to social, economic, technological and environmental challenges.
   Relates to: Reflections, Reflection
2. Communicate knowledge, ideas and creative solutions in diverse modes, for a range of contexts and diverse audiences.
   Relates to: Reflection
3. Strategically collaborate with diverse stakeholders and communities, including First Nations peoples.
   Relates to: Reflections, Reflection
4. Reflect on feedback and experience, and display professional and ethical judgment and initiative.
   Relates to: Reflections, Reflection