established in 2019, we facilitate transformative learning experiences that build capacity in individuals, teams and collaborations for systems thinking and systems wayfinding.
we work primarily with community, not-for-profit organizations, and state departments in australia, on issues related to health and wellbeing, environment and social services.
about dr seanna davidson
dr. seanna davidson was born in canada and immigrated to australia in 2015. she is now based on Wadawarrung country on the traditional and unceded lands of the Kulin Nation. seanna is a systems practitioner and process designer and works with individuals and groups to unpack complex problems through the use of systems thinking, reflective practice and action learning. a geographer by training, seanna’s work draws across disciplines to explore and uncover patterns and change within social spaces.
presence, reciprocity, generosity, authenticity, connection, discovery, cultural humility, curiosity, unlearning
in systems work we are never far from self-reflection, and we are asked to give deep attention to our role in the system. together these practices ask us to sit within a learning mindset, and take as a given, that there is always more work to be done.
at the systems school we have been taking time to give thoughtful consideration to our role, to reflect on where we can learn and grow, and how we act with greater cultural humility. below we share the actions we will hold ourselves accountable to. but even these are just a starting point and will continue to be expanded and adapted as we learn.
all tickets to our events and courses will be free to Aboriginal and Torres Strait Islander people
all formal events and courses will begin with a Welcome to Country
- we will pay the rent on all income
- we will source from Aboriginal business first
- we will do the work, spend time in community, and listen
we will ask 'am i the right person for this? who's voice, perspective and knowledge should be privileged?'
we will diversify our systems thinking curriculum to acknowledge and include Aboriginal cultural practices where we have been given permission to do so
we will place emphasis on engaging lived experience in systems processes and creating safe spaces for that to occur
we will continue to develop and deliver activities and courses that interrogate bias, assumptions, mental models, power and roles in the system