Refer to case study 1 to answer the following question:

Case study 1

Casey has just graduated as an educator and is very enthusiastic to provide a responsive program for all children and families. Casey has a background of mixed culture, and arrived in Australia only five years earlier. Casey feels it is important to learn as much as she can about Indigenous Australian people and their importance to this country that she now calls home. She decides to do some research to find out more so that she can add value to her program and share her learning with the children also.

Casey would like to visit an Indigenous Australian community centre; however, she has heard that the people there drink a lot of alcohol and are violent and unwelcoming. Others have told her that it is difficult to communicate with local Indigenous Australian people.

Through her research, Casey finds that Indigenous Australian people have historically endured terrible hardship and still suffer physical and mental health disadvantages as a result. She learns that to provide cultural safety she must show empathy and understanding of the issues of these people.

Q1 What are some aspects that Casey should learn about so that she can provide cultural safety? expand on what Casey could learn specifically about the Indigenous culture so that cultural safety can be provided. For example: learning more about mental health issues, feelings of isolation, family violence. What are some other topics that could be researched to enable a better understanding?

Q2. What actions can Casey perform to ensure that cultural safety is provided in her workplace? What specific strategies could you implement within the centre? For example: provide safe places within the service to talk. What else could you do?

Case study 2

Gelda, a new educator, knows that Maureen is an Indigenous Australian woman. Gelda is intrigued to find out more about her background, but Maureen seems shy and every time Gelda approaches her, Maureen seems to turn away and hurry off with her child, Janita.

Gelda is using open body language, looking directly at Maureen and holding a hand out to shake hers. She feels she is welcoming her by saying, 'Oh Maureen, I really need to talk with you.' She has left a note for Maureen in Janita's bag asking if they can meet to talk.

Gelda wonders how she can start a relationship with Maureen. An Indigenous Australian woman, Helen, at her last workplace, was quite happy to talk with her about anything.

Q3. Who might support Gelda to learn more about the Indigenous Australian people in her local area so that she can understand any cultural differences more clearly? provide other ways Gelda can learn more about the Indigenous Australian people in her local area? For example: contacting a local Indigenous Australian community to find out more information. What are some other ways?

Q4 How might Gelda improve her communication to help Maureen feel comfortable talking to her? Also expand on the types of body language you might display to help Maureen feel more comfortable?

Case study 3

Betty is an Elder with the responsibility of establishing a child care centre in her community. Betty has the assistance, support and funding from several government and community organisations. Betty is preparing for the first meeting by summarising the Federal Acts and standards that the child care centre will be required to comply with. She also needs to come up with some suggestions on ways to involve other Aboriginal and/or Torres Strait Islander people in the planning for the childcare centre and the delivery of services when it is ready to open.

Q5 What advice would you give Betty about involving Aboriginal and/or Torres Strait Islander people to be involved in the planning process for the child care centre?

Q6 Encouraging the participation of Aboriginal and Torres Strait Islander community members is important in the planning and development of programs. Who should be consulted during this process? and why is this important?