It may be argued that the emerging discourses focusing on the social, emotional, educational, and economic disadvantages identified for Australia’s First Peoples (when compared to
Supporting students to develop transferable skills and gain employment is a vital function of Universities in the era of the Fourth Industrial Revolution. A key
Objective: Cultural competence has been critiqued as a flawed principle, focussed on mastery of cultural knowledge rather than critical reflection on race and privilege. Cultural
The Sendai Framework of Action 2015–2030 calls for holistic Indigenous disaster risk reduction (DRR) research. Responding to this call, we synergized a holistic philosophical framework
Historically, non-Indigenous researchers have contributed to colonisation by research based on Western positivistic philosophical frameworks. This approach led to disembodying knowledge from Indigenous people’s histories,
This article provides results from focus groups and individual interviews with current and former students concerning the use of cultural resilience in obtaining higher education
Racism cannot be treated as a spatially homogeneous phenomenon. This review reports on the merits of a localized approach to anti-racism, and delivers a frank
This paper considers two different Indigenous-led initiatives, the Neeginan initiative (Winnipeg, Canada) and the Kaupapa Māori movement (New Zealand), within the context of urban Indigenous
This paper is a commentary responding to the problem of Indigenous post-graduate students and scholars struggling with an understanding of Indigenous Standpoint Theory and either
Background Throughout the 19th and 20th Centuries psychology has been used as a tool of colonisation. Critical theorists argue that in order to improve the
Aim: This paper discusses the current mental health and social and emotional wellbeing in Indigenous Australian mental health and wellbeing, the gaps in research, the
Boarding schools can provide quality secondary education for Aboriginal students from remote Aboriginal Australian communities. However, transition into boarding school is commonly challenging for Aboriginal
Four non-Indigenous academics share lessons learned through our reflective processes while working with Indigenous Australian partners on a health research project. We foregrounded reflexivity in
In 2018, the Canadian Counselling Psychology Conference (CCPC) convened a working group to address how the field of counselling psychology ought to respond to the
Though there is a large number of scholars engaging in research on violence and trauma, there is a critical lack of methodological theorizing on how
Background:In the context of the Australian Psychological Society’sformalapology and the increasing awareness of the need to develop interventions thatimprove the social and emotional wellbeing of
For at least 20 years, Aboriginal and Torres Strait Islander peoples, leaders, educators and mental health workers have been calling on governments, institutions, professional bodies,
Objective. To undertake a systematic review of non‐suicidal self‐injury (NSSI) prevalence, patterns, functions, and behavioural correlates for the Indigenous populations of Australia (Aboriginal and Torres
The gap between Aboriginal and Torres Strait Islander and non‐Indigenous health, education, mental health, and social and emotional wellbeing remains a major concern. Bridging these
An array of cumulative risk and stress factors, and social inequities, have contributed to high suicides and family and community dysfunction, in two communities in
This paper summarises key findings from the six community regional Roundtables that were undertaken as part of the Australian Aboriginal and Torres Strait Islander Suicide
When comparing suicide in the Aboriginal and Torres Strait Islander (Indigenous) population to that in the non-Indigenous populations of Australia, there are significant differences in
A $12 million Commonwealth funded consortium project trialled energy efficiency initiatives in six remote Indigenous communities over three years. This project, which won several awards,
Indigenous and allied scholars, knowledge keepers, scientists, learners, change-makers, and leaders are creating a field to support Indigenous peoples’ capacities to address anthropogenic (human-caused) climate
Collaborative learning and teaching project led by
Professor Pat Dudgeon of the University of Western Australia.
Bilya Marlee
School of Indigenous Studies
University of Western Australia M303,
35 Stirling Highway, Crawley
Perth WA 6009
The information contained on this website has been sourced by the Australian Indigenous Psychology Education Project (AIPEP) and AIPEP 2. The first AIPEP was funded by the Australian Government Office of Teaching and Learning. AIPEP 2 is part of the Transforming Indigenous Mental Health and Wellbeing Project, funded by the Million Minds Mission Grant. The views expressed in this website do not necessarily reflect the views of the Australian Government Office of Teaching and Learning or the Million Minds Mission Grant.
Several of the images used throughout this website are credited to Chris Lewis
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