Journal article
More than an ally: becoming an accomplice to cultural safety for Australian First Nations people and Indigenous knowledge
Critical public health, Vol.36(1), pp.1-10
12/06/2026
Appears in Recent Faculty of Education Publications
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Abstract
Introduction: Culturally safe practice is a foundational requirement of all Australian health professionals and is now mandated within their codes of practice. Being a culturally safe practitioner requires understanding of the concepts of social justice, equity, and the principles of respectful engagement with diverse groups of people.
Theory: There are fundamental similarities applying to equity for all people, and specific requirements for diverse groups. Here we focus on respectful and effective engagement with Australian First Nations people, who have the most concerning outcomes in health. Many health practitioners are open to becoming accomplices to First Nations peoples’ struggle for equity, self-determination and respect for Indigenous knowledges, but are unsure how to begin.
Methods/Results: We invite all to begin their journey from allyship towards accompliceship and culturally safer practice. To do this we offer pragmatic guidance and examples. Our four guiding principles contain practical skills to inspire others to begin and continue their own journey towards accompliceship.
Discussion: We offer a grounded approach, to expand understanding of how discrimination operates, and how practical equity for First Nations people can be enacted every day. In a world where discrimination of difference has been normalised, becoming an accomplice is a contribution to a better world for all.
Details
- Title
- More than an ally: becoming an accomplice to cultural safety for Australian First Nations people and Indigenous knowledge
- Creators
- Elizabeth Rix - University of AdelaideShae L. Brown - Southern Cross UniversityDarlene Rotumah - Institute for Urban Indigenous Health
- Publication Details
- Critical public health, Vol.36(1), pp.1-10
- Publisher
- Taylor & Francis Group; ABINGDON
- Identifiers
- 991013385952002368
- Copyright
- © 2026 The Author(s).
- Academic Unit
- Faculty of Education; Gnibi College of Indigenous Australian Peoples
- Language
- English
- Resource Type
- Journal article