cultural humility

"a lifelong commitment to self-evaluation and critique, to redressing power imbalances . . . and to developing mutually beneficial and non-paternalistic partnerships with communities on behalf of individuals and defined populations*"


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.  

actions to guide our practice 

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 share our platform and created dedicated space for Aboriginal and Torres Strait Islander practitioners

we will pay the rent on all income 

we will source from Aboriginal business first


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 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 continue to develop and deliver activities and courses that interrogate bias, assumptions, mental models, power and roles in the system 

we will place emphasis on engaging lived experience in systems processes and creating safe spaces for that to occur 

we will be guided by the Principles to Practice created by Emerging Minds, introduced to us by Dana Shen  

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* Tervalon, M., Murray-Garcia, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved, 9, 117-125.