Abstract
This article aims to interpret and theorise non-Indigenous health students’ emotional learning experiences within a cultural safety course from an Australian First Peoples’ perspective. All undergraduate health students enrolled in a First Peoples’ health and cultural safety course were invited to complete a post-course online survey. The survey included quantitative items along with six free-text responses about students’ emotional learning experiences. The free-text comments provided by 72 health students are the focus of this article. Drawing upon Kamilaroi Country and the metaphor of the river in drought, flood and when waters become clear, this research provides a synthesis of non-Indigenous health students’ emotions in the cultural safety classroom. Students acknowledged the powerful impact of work undertaken by First Peoples educators in sharing their narratives, creating safe spaces and bearing witness to students’ emotions. The analysis informs an understanding of student learning and recommendations for teaching practice.
Original language | English |
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Pages (from-to) | 32 –41 |
Number of pages | 10 |
Journal | AlterNative |
Volume | 19 |
Issue number | 1 |
Early online date | 1 Dec 2022 |
DOIs | |
Publication status | Published - Mar 2023 |
Externally published | Yes |
Bibliographical note
Funding Information:The authors disclosed receipt of the following financial support for the research, authorship and publication of this article: The Lowitja Institute and Griffith University under the Griffith University Lowtja PhD Scholarship.
Publisher Copyright:
© The Author(s) 2022.