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Access to culturally safe health services is a basic human right, however through the lasting effects of colonisation, oppression, and systemic racism, the individual and community health of Indigenous peoples in Australia and Aotearoa New Zealand have been severely impacted. The Aboriginal and Torres Strait Islander Health and Cultural Safety Strategy of the Australian Health Practitioners Regulation Agency, and the Standards of Cultural Competence and Cultural Safety of the Optometrists and Dispensing Opticians Board of New Zealand, recognise the importance of access to safe health care for Aboriginal, Torres Strait Islander and Māori patients, which encompasses both clinical competency and cultural safety. Universities have an ongoing responsibility to ensure their learning and teaching activities result in graduates being able to provide culturally safe practice. This article highlights the emergence of culturally safe practices in the Australian and Aotearoa New Zealand optometry curricula over the last five years incorporating Indigenous ways of knowing, being and doing into the curricula, understanding the local Indigenous histories and contexts, the adoption of online cultural education modules, and clinical placement partnerships with local Indigenous communities. Whilst there is still much work to do to achieve the goal of graduating culturally safe optometrists, this paper focuses on features that enable or impede progress in the development of culturally safe practices within the optometry programmes to improve eye health equity for Indigenous recognise the diversity of Indigenous cultures across Australia and NZ. [ABSTRACT FROM AUTHOR]

In the context of missionary endeavours of the early nineteenth century there were considerable similarities in the religious and education blueprints for providing the “blessings of civilisation” to the young native “heathen” child in various parts of the British Empire. The three case studies presented illustrate a relatively undocumented aspect of missionary work concerning the adaptation of new European ideas for schooling very young children in so-called infant schools. The comparative focus on the shared aspects of their colonial experience is illuminating of both the pervasiveness of missionary endeavours and the diversity of contexts to which those ideals were applied. This paper provides an overview of the context of new ideas for educating young children in Europe alongside the focus of British missionary endeavour towards its expanding colonial empire in the early years of the nineteenth century. Short illustrative case studies are presented in relation to the missionary infant schools in British India, Canada and New Zealand, all established in parallel during the 1820s-1840s. The characteristic of all infant schools, whether amongst the poor in Britain or the heathen in its colonies, was to create an ordered environment apart from the perceived disorder of the child's home, and the focus was to produce an educable and orderly child. Each case study provides a different facet of the missionary quest to save children from their heathen ways through schooling. [ABSTRACT FROM AUTHOR]

The results of empirical testing of forensic DNA probabilities for Australian and New Zealand populations is reported. It is concluded that if consideration is given to relatedness and subpopulation effects, the current model used in most of Australia and New Zealand appears to give very good predictions. [ABSTRACT FROM AUTHOR]