Teaching Aboriginal Cultural Competence

Introduction: Working with Respect.- Chapter 1: The benefits of On Country Experiences at the tertiary level .- Chapter 2: Politics, and the Self .- Chapter 3: Curriculum to scaffold the students' cultural competence journey: whole of program assessment in allied health.- Chapter 4: Doing what is right: Behavioural change in service delivery at the higher end of cultural competence. A psycho-socio-cultural model for undergraduate and postgraduate health care professionals.- Chapter 5: Course and Subject Design Facilitating Indigenous Cultural Competence.- Chapter 6: Pushback and Progress- A Culturally Competent Law Degree.- Chapter 7: Reconciliation in Teacher Education.- Chapter 8: Grounding the teaching of anatomy and physiology in Indigenous pedagogy.- Chapter 9:  The biases we bring: "Debiasing" higher education curriculum through the dynamics of implicit and unconscious bias.- Chapter 9:  The biases we bring: "Debiasing" higher education curriculum through the dynamics of implicit and unconscious bias .- Chapter 11: Exploration of identity, relationships, learning, wisdom with cultural competence.- Chapter 12: Identity and success for Aboriginal students in higher education.- Chapter 13: The place of individual spirituality in the pedagogy of discomfort and resistance.- Chapter 14:  The importance of cultural competence in sport-related higher education courses at CSU.- Chapter 15: Exploring the notion of cultural competence in regards to health and Physical Education and AITSL standards.- Chapter 16: Nursing and Cultural Competence.- Chapter 17: Searching for the middle ground of Indigenous and Western science.- Chapter 18: Facilitating critical reflexivity in undergraduate psychology.- Chapter 19: Chapter 19: Indigenous places as Learning Spaces: Fostering initial teacher education students' cultural competence using Yindyamaldhuray Yalbilinya framework.

Dr. Barbara Hill, BA ANU, MA Deakin, PhD UNSW is Academic Lead, First Nations Curriculum in the Division of Learning and Teaching at Charles Sturt University (CSU). She also leads the Gulaay, First Nations Curriculum and Resources Team and is a Senior Fellow of the Higher Education Academy (UK). Dr. Hill has extensive experience working with Aboriginal and Torres Strait Islander students and community members and has been involved with student support and student advocacy in higher education for over two decades. With Associate Professor Wendy Nolan her research and work in this area was acknowledged with a Citation for Outstanding Contribution to Student Learning in 2014 for fostering respectful professional partnerships to implement sustainable pedagogical frameworks for Indigenous Cultural Competency at Australian universities. She has specifically worked with both Ngiyeempaa and the Wiradyuri Elders for over two decades and is acknowledged for her ongoing commitment to thework of social justice. 

Jillene Harris is a Lecturer at the School of Psychology, Charles Sturt University (CSU), where she co-teaches a first-year foundational subject - Indigenous Australians and Psychology - in partnership with the School of Indigenous Australian Studies. She is the Indigenous Liaison Person for the School of Psychology and has substantial experience in establishing support frameworks between the community, education and health sectors.  She was the Arts Faculty representative of the Indigenous Education Strategy Coordinating group, which oversaw the implementation of this strategy across CSU. Most recently she was part of the Australian Indigenous Psychology Education Project (AIPEP), which was jointly funded by the OLT and the Australian Psychological Society and is now considered best practice for expanding the Australian Indigenous curriculum, and enhancing students' workforce preparation in Psychology Education. 

Ruth Bacchus is a