
AIATSIS Guide to evaluating and selecting education resources
The purpose of the AIATSIS Guide to evaluating and selecting education resources (the Guide) is to assist educators to critically self-reflect on their positionality and
The purpose of the AIATSIS Guide to evaluating and selecting education resources (the Guide) is to assist educators to critically self-reflect on their positionality and
Cultural responsiveness is a term accepted by many as the best descriptor for professionals working with Indigenous clients in cross-cultural situations. This article sets out
Commissioned by the Australasian Council of Dental Schools, this document describes a Dental Aboriginal and Torres Strait Islander Cultural Safety Curriculum to inform educational preparation
This resource accompanies the SBS documentary The Australian Wars (produced by Blackfella Films) about the Frontier Wars – Australia’s longest war fought on home soil
How do higher education providers introduce an understanding of cultural responsiveness to psychology students? We’re joined by three academics from the University of Western Australia
This article considers how to advance Indigenous education in counselling and clinical psychology in Canada, particularly at the intersection of curriculum, programmatic, and systemic shifts
With the release of the Canadian Psychological Association’s (2018) response to the Truth and Reconciliation Commission of Canada (2015) there has been increased attention on
As part of our Quality in Practice series, Jessica Staines, Director of the Koori Curriculum explores National Quality Standard 1.2 and shares ideas on how
First Nations students at RMIT shared their perspectives on how universities can promote inclusion and Indigenous perspectives at the recent UNESCO World Higher Education Conference
Griffith University has one of the largest cohorts of Indigenous students, with 815 enrolments to date. The Bachelor of Psychology (Honours) and Bachelor of Psychological
The Curriculum Developers guide is part of an open professional learning series developed for staff across post-secondary institutions in British Columbia. Guides in the series
Although there have been repeated calls for empirical evaluations focused on if and how the activities of Indigenous Education Units contribute to Indigenous student success
This article proposes a theoretical framework for integrating Aboriginal and Torres Strait Islander knowledges in Australian social work education as a central focus of the
University disciplines are grappling with how best to incorporate Indigenous content and frameworks for practice into their teaching to better prepare graduates to work with
Historical exclusion of Aboriginal people and Aboriginal epistemologies in Australian higher education, including health professions education, has produced generations of healthcare professionals who are ill-equipped
This research presents a grounded interrogation of students’ perceptions and experiences of teaching and learning in two mandatory stand-alone Critical Indigenous Australian Studies subjects at
This is the third video in a three-part video series and collaboration between the Transforming Indigenous Mental Health and Wellbeing project and Pearson Australia. This
This is the second video in a three-part video series and collaboration between the Transforming Indigenous Mental Health and Wellbeing project and Pearson Australia. This
This is the first video in a three-part video series and collaboration between the Transforming Indigenous Mental Health and Wellbeing project and Pearson Australia. This
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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