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
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
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,
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
The ‘deconstruction exercise’ aims to give non-Indigenous health profession students the ability to recognise language that is imbued with power imbalance, so as to avoid
The Frontier Wars refer to conflicts between Europeans and Aboriginal people including battles, acts of resistance and open massacres from 1788 to the 1930s. This
In settler-colonies such as Canada, Australia, New Zealand and the United States, the historical impacts of colonisation on the health, social, economic and cultural experiences
This paper reflects on the personal and professional implications for the colonization project of psychology critiqued by Rob Riley’s seminal address at the 1995 Australian
Objective This paper explores the body of knowledge around Indigenous health research and aims to outline what roles are appropriate for non-Indigenous researchers within Indigenous
Higher education courses designed to equip students to work effectively with Indigenous peoples by teaching about racism and inequality often encounter resistance to these concepts.
This chapter considers the removal of Indigenous children as a global colonial and neocolonial tactic. The history of the Australian Stolen Generations is focused on,
Historical trauma has taken its toll on Native people, and Clayton Small, Northern Cheyenne, founder of Native Prevention, Research, Intervention, Development, and Education, or Native
The Wharerātā Group of Indigenous mental health leaders from Canada, the United States, Australia, Samoa and New Zealand developed the Wharerātā Declaration in 2010.1 It
The fourth Slice of LIME Seminar was held on 27th April 2015, hosted by the University of Sydney. This event was a Poche Indigenous Health
Critical psychology challenges the traditional assumptions of mainstream psychology by identifying the bases of power that maintain inequity and unjust social practices and working towards
This chapter describes the experiences of caregiving for Aboriginal families living with a serious mental illness. It highlights the disconnection with mental health providers and
Since its inception, community psychology has been interested in cultural matters relating to issues of diversity and marginalization. However, the field has tended to understand
The Working Together: Aboriginal and Torres Strait Islander Mental Health and Wellbeing Principles and Practice had its origins in the Australian Government’s commitment to improve
This chapter provides a view from a new angle. It briefly describes a critical perspective on how a history of dispossession, rejection and powerlessness negatively
The second Slice of LIME Seminar was presented by Professor Dennis McDermott & Mr Dave Sjoberg from the Poche Centre for Indigenous Health and Well-Being
There are an estimated 10,625 people who directly experienced the trauma generated by forcible removal, an estimated 25,844 children (second generation) who have been living
This chapter highlights the ongoing over-representation of Aboriginal and Torres Strait Islander peoples in the criminal justice system and emphasises an urgent need for the
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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