A conversation about supporting students Aboriginal and Torres Strait Islander cultural responsiveness during work-integrated learning (WIL).
In this conversation, Janica Jamieson speaks with Ruby-Jean Hindley, Senior Learning Designer at Edith Cowan University, about the role of educators and supervisors in supporting students Aboriginal and Torres Strait Islander cultural responsiveness during work-integrated learning (WIL).
Effective supervision and mentoring in WIL are essential for helping students become culturally responsive graduates. By understanding and modelling culturally safe practices, educators can support students to navigate professional environments with confidence, honour the knowledge and perspectives of Aboriginal and Torres Strait Islander peoples, and foster more inclusive and respectful workplaces.
Ruby-Jean Hindley
Ruby-Jean, a Noongar and Yamatji woman with a background in secondary education and cultural responsiveness training, works in ECU’s Centre for Learning and Teaching to help course teams embed Aboriginal and Torres Strait Islander content, perspectives, and knowledges meaningfully into curriculum and learning environments.
Janica Jamieson
Janica, Placement Coordinator in the Master of Nutrition and Dietetics, is descended from English and Dutch colonisers and is committed to listening deeply and creating learning spaces that recognise and honour the knowledge and strength of First Nations peoples.
This two-part conversation is designed for supervisors, mentors, and educators across all higher education disciplines. Janica and Ruby-Jean explore practical ways for educators to model, guide, and grow alongside students, helping them navigate cultural safety while reflecting on their own practice.
In Part I, Ruby unpacks the differences between cultural awareness, cultural safety, and cultural responsiveness, offering practical examples for work-integrated learning. She also explores strengths-based practice, cultural load, the role of educators in modelling culturally responsive behaviour, and who determines whether practice is culturally safe.
Part II delves into how educators can foster safe, reflective learning spaces, respond to culturally unsafe behaviours, support students who witness racism or microaggressions, and continue building cultural responsiveness even in settings without direct engagement with Aboriginal and Torres Strait Islander peoples – closing with a key message for practice.
Listen now
Part I
Part II
After listening, please take 5-minutes to complete this short survey. Your responses help us understand what resonated, what you learned, and what we can improve or explore in the future. Access the survey here.
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