This resource provides information and examples of Aboriginal and Torres Strait Islander cultural protocols and principles to follow when discussing First Peoples knowledges, perspectives, content, voices, peoples, communities and cultures.

Overview

  • Aboriginal and Torres Strait Islander cultural protocols guide ways of knowing, being and doing and processes when discussing First Peoples knowledges, perspectives, content, voices, peoples, communities and cultures.
  • Cultural sensitivity and content statements are used to engage in respectful relationship with Aboriginal and Torres Strait Islander cultural protocols.

On this page

Cultural Sensitivity and Content Statements Examples and important factors to consider Support and Additional Resources

Cultural Sensitivity and Content Statements

Cultural sensitivity and content statements support Aboriginal and Torres Strait Islander students to engage with curriculum in ways that honour their cultural protocols and allow agency in their learning experience.

Section 6 of ACU's Learning and Teaching Procedure outlines the following:

Content must: contain a cultural sensitivity statement where appropriate for Aboriginal and Torres Islander students  

There are significant and continuing harmful, violent and offensive perspectives, stereotypes and representations of Aboriginal and Torres Strait Islander peoples and cultures. Following appropriate cultural protocol is necessary to critique these harmful perspectives and remove their presence within learning and teaching spaces.

Cultural sensitivity statements are crucial for safe learning environments. Failing to provide cultural sensitivity statements can have ethical implications as well as impact on the wellbeing of Aboriginal and Torres Strait Islander peoples and students.

Examples and important factors to consider

Below details some examples of cultural sensitivity statements that can be used in writing or verbally in curriculum and teaching. However, as ACU campuses are based across multiple Aboriginal and Torres Strait Islander Nations and communities, it is important to note that:

  • there is not a one size fits all approach as Aboriginal and Torres Strait Nations and communities have varying cultural protocols and processes
  • best practice is to consult with local Nations, communities, Elders, leaders and knowledge holders for appropriate protocols.

  • Aboriginal and Torres Strait Islander students and staff are advised that the following lecture1 contains names, voices, and images of deceased persons which may cause distress and go against cultural protocols
  • The following lecture contains discussions, words and descriptions that may be culturally insensitive and inappropriate
  • The following reading contains inappropriate and offensive language and terms that reflect the author’s2 views. The information does not reflect current understandings of appropriate language and is used to provide historical context
  • The following lecture contains discussions/content relating to the Stolen Generations3

1 Lecture, or class, tutorial, video, reading, discussion, activity etc

2Or the period in which it was written/published

3Or racism, cultural genocide, incarceration, deaths in custody, forced child removal, violation of Country etc.

  • Where you have sought permission from an Aboriginal and/or Torres Strait Islander person/s, community/ies, Nations make this clear and outline the parameters for sharing/not sharing to show respect to the knowledge holder/s who have shared with you
  • There are various ways and terminologies in which Aboriginal and Torres Strait Islander people may choose to identify themselves which relates to Country and cultural protocols. When possible, use the preferred language of the Nation you are based upon and the communities you are working with

Support and additional resources

Page last updated on 06/06/2024
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