24 The Aboriginal and Torres Strait Islander Cultural and Health Training Framework Cultural Safety Cultural safety goes beyond respecting all People; it requires lifelong learning and reflective practice to prevent underlying assumptions, stereotypes, and conscious and unconscious biases from negatively impacting Aboriginal and Torres Strait Islander Peoples. It applies to patients and all Aboriginal and Torres Strait Islander individuals within the RACGP and is judged by them as the recipients of the care, attitudes and behaviours. It includes ongoing training and policies addressing racism and discrimination, emphasising the practitioner’s responsibility for culturally safe practice through ongoing critical reflection and awareness of their own cultural and professional influences. (Papps and Ramsden 1996, Ramsden 2002, Williams 1999, Brascoupé and Waters 2009, cited in Watego, Singh, Macoun, 2021). ‘Cultural safety is determined by Aboriginal and Torres Strait Islander individuals, families, and communities. Culturally safe practise is the ongoing critical reflection of health practitioner knowledge, skills, attitudes, practising behaviours and power differentials in delivering safe, accessible, and responsive healthcare free of racism.’ - Australian Health Practitioner Regulation Agency (Ahpra) Aboriginal and Torres Strait Islander Leadership Aboriginal and Torres Strait Islander leadership and career development focuses on place, People, relationships, and processes that address power imbalances to achieve equitable outcomes. (Duke et al 2021). To effectively embed Aboriginal and Torres Strait Islander governance and selfdetermination within RACGP structures, it is essential to invest in and support the leadership development of Aboriginal and Torres Strait Islander Peoples, through the application of Aboriginal and Torres Strait Islander knowledge systems and with succession planning necessary to ensure continuity and reduce burnout. Indigenisation Indigenisation involves institutional change for Indigenous inclusion, underpinned by the principles of recognising rights and respecting Indigenous Peoples’ knowledge and cultures, while privileging Indigenous values, interests, aspirations, and epistemologies. This process integrates Indigenous knowledge and perspectives, discipline-specific content, reflexive practice, evaluative assessment, and pedagogy. Using methods like yarning and storytelling to promote holistic, person-forming education that includes spiritual, relational, social, and environmental connections (Rigney, 2017).
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