Cultural Safety In Schools Essay

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As outlined in Table 2, the school must address any real and perceived power differentials between staff and Indigenous families (Mason-White, 2013). The school may converse with Elders, families, and the community. The school may have to redesign its policies and processes in order to address any power differentials (Medora & Ledger 2005).
If a school allows families to have power, then families can make informed decisions about the student with an intellectual disability. As shown in Table 2, families need to increase their skills and knowledge so families have the relevant information to be the best advocates for their child (Ellison, n.d.; Disability Services Division, 2012a).
When using the family-centred approach to involve Aboriginal families in the support process, school personnel must show respect for Indigenous culture, the family, and the
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In addition, the school can displays artwork, information, Indigenous flags, and other visual displays to indicate that the school is culturally safe (Queensland Health, n.d.).
However, Bin-Sallik (2003) posits that cultural safety is more than being culturally aware and sensitive. Cultural safety empowers Indigenous people to contribute to decision-making and the support process. As such, cultural safety reflects on each person’s cultural identity and recognises the impact of culture on family-centred practice (Bin-Sallik, 2003)
One concern about prior research is that it tends to portray Indigenous people as a homogenous group (Mason-White, 2013). Although the findings of the research project state how to cater for Indigenous families in general, Australia consists of hundreds of unique and distinct cultural groups, language groups, communities, class, families, and kinship networks (Ross-Rayner,

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