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In terms of the meaning of race there are limitations in the way we should actually use the word itself

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In terms of the meaning of race there are limitations in the way we should actually use the word itself

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What are they types of racism, the subtle forms need to better identified by us all - better aware

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What are they types of racism, the subtle forms need to better identified by us all - better aware

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The Indigenous period needs to be better 'valued', there is an element of 'fear' as seen through the Voice campaign 

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The Indigenous period needs to be better 'valued', there is an element of 'fear' as seen through the Voice campaign 

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We need to draw on real-world issues, we need to unpack biases underneath social media posts/campaigns

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We need to draw on real-world issues, we need to unpack biases underneath social media posts/campaigns

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Self reflection and acting as role model for students

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Role modelling for our students - how can we as educators influence our own sphere of influence? And prompt students to think about their own spheres of influence and anti-racism actions they can take

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Role modelling for our students - how can we as educators influence our own sphere of influence? And prompt students to think about their own spheres of influence and anti-racism actions they can take

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Challenging the notion of White/European ancestry as the 'default'

Highlighting how some groups are racialized / othered

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A very comprehensive way of ensuring students are heard (and we haven't just elicited feedback) is to co-design courses, assessments, learning and experiences with students.

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Creating a safe space to allow conversations. Promoting respectful dialogue for all, including staff and students

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Creating a safe space to allow conversations. Promoting respectful dialogue for all, including staff and students

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Needs to be something we practice not just at work, but with family and friends

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Not confident as Non-Indigenous person, and being a good role model, offering authentic teaching/learning

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Creating safe spaces for voices to be heard

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Allowing people to be open and unpack concepts politely in terms of learning and change, focusing on growth

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Allowing people to be open and unpack concepts politely in terms of learning and change, focusing on growth

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Consistently and meaningfully acknowledging Country for each meeting (online and IRL meetings)

Using the right language and terminology

Challenging colleagues and people who use inappropriate or potentially offensive language (can be hard with power imbalances)

Opening discussions about structural racism to explore different views and air different voices/opinions

Recognise where people are at in their anti-racism journey and meet them there

Discuss media-reported events and use these as a springboard to share and progress thoughts (e.g., the Welcome to Country being abandoned in the NRL)

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Easier to do with students/peers, more challenging to do with people who are more senior

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co-learning with students

acknowledge international student experiences

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Discussing that cultural safety is more about my culture and understanding my own culture

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Discussing that cultural safety is more about my culture and understanding my own culture

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Our students are enrolled in Advocates, and we too should move through this content so everyone is on the same page. Consider the weight and demand we put on First Nation people and organisations and what our responsibility as non-First Nation educations is to teach about and role model. Educate beyond the Australian setting to understand antiracist practice internationally. Understanding the position of educators to balance students learning needs, the 'othering' of many communities and how we present and conceptualise this in the classroom. How do we as practitioners navigate conversations that need nuance and flexibility within the teaching role.

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Anti-racism is like being a 'lion' you must be quite brave especially when considering the impact of intersectionality

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Anti-racism is like being a 'lion' you must be quite brave especially when considering the impact of intersectionality

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Do acknowledgment of country at the begining of the class

Be genuine when doing the acknowledgement

practice cultural humility

Ask students what they understand and create reflect activities

Have content embedded with person centred and culturally inclusive approaches to health care

Avoid tokenistic approaches to teaching

Decolonising knowledge

Co designed and uplifting and lived experience first nations voices included in case studies etc

Scaffold across the entire curriculum

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Utilise Aboriginal experts (validation and acknowledgement) and working with content experts - co design and teaching delivery

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Incorporating Indigenous voices for students to listen to - can be done via videos, podcasts etc

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Use compassionate enquiry when considering the 'past' (colonisation). Ask questions

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Use compassionate enquiry when considering the 'past' (colonisation). Ask questions

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Identify the different ways that racism manifests and address them across all cultures to create a safe space for all people

Engaging consumers from Aboriginal and Torres Strait Islander and other cultural backgrounds to develop case scenarios for learning

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Listening to the voices of Indigenous students in our courses

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There are a great deal of incorrect assumptions. Aboriginal people are not a necessarily homogenous group

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There are a great deal of incorrect assumptions. Aboriginal people are not a necessarily homogenous group

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Avoiding passive language about minoritized groups and health outcomes - ensuring the role of institutions, society, and structures in contributing to these health outcomes is clear

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Expanding ideas about Aboriginal people using for example, Aboriginal artworks

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Expanding ideas about Aboriginal people using for example, Aboriginal artworks

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How do we push ourselves beyond the classroom both for our students and ourselves? The importance of sitting back and listening to how we communicate and move through the world. Even how we represent First Nation people in case scenarios and unconscious biases.

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Remembering that listening needs to be accompanied by action - i.e to address the issues raised by voices

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Consider how we as an individual contribute to anti-racism as an academic, as a student as a person at home

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Consider how we as an individual contribute to anti-racism as an academic, as a student as a person at home

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Being prepared for 'backlash' - upskill yourself to rebut common misconceptions or negative talking points

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Consider anti-racism in healthcare and what should it look like make it real for students - ie. cultural safety

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Consider anti-racism in healthcare and what should it look like make it real for students - ie. cultural safety

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Payment of Indigenous people's time for contributing their voice

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Listen -> interpret -> action

Listen to lived experience - be aware that this is just one experience of a diverse group

Co-designing

While listening: be sensitive to not trigger traumas

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Sitting with discomfort in order to challenge yourself and other people and being vulnerable with that

Reflect on context of teaching / year level of students and tailoring approach to influencing their perceptions accordingly

Encouraging advocate training

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Sitting with discomfort in order to challenge yourself and other people and being vulnerable with that

Reflect on context of teaching / year level of students and tailoring approach to influencing their perceptions accordingly

Encouraging advocate training

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Racism. It Stops With Me is a national campaign that provides tools and resources to help people and organisations learn about racism and take action to create change. The campaign invites us to ask ourselves important questions about the role of racism in shaping society, the way we see ourselves and how we interact with one another. To explore these questions and find out more information, visit the About the campaign section of this website.