Amplifying Indigenous voice and curriculum within the public health academy – the emergence of Indigenous sovereign leadership in public health education

Ahuriri‐Driscoll, Annabel; Lee, V.; Came, Heather

doi:10.1080/07294360.2020.1857343

Cited by 10 publications

(6 citation statements)

References 31 publications

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“…This short communication provided an opportunity to present the framework and processes involved when decolonizing a useful and practical teaching instrument. Similarly, Ahuriri-Driscoll et al (2021) proposed that the Indigenous voice and curriculum must be amplified within the public health academy. Adapting an existing and useful game to embed Māori content contributes valuable insight and illustration of the SDoH.…”

Section: Discussionmentioning

confidence: 99%

Initiating decolonization: from The Last Straw! to Whāriki

Quigg

Kewene

Morgaine

2023

AlterNative: An International Journal of Indigenous Peoples

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The board game, The Last Straw!, is part of the Aotearoa (New Zealand) public health and medical curriculum at the University of Otago. An engaging and effective teaching tool about the social determinants of health, the game falls short by being silent about Indigenous experiences. A project is underway to adapt The Last Straw! for play following an Indigenous framework, kaupapa Māori (Māori (Indigenous people of Aotearoa) approach). The game board is being redesigned as Whāriki, a woven mat. The mat represents a metaphor for life as strands of thread are woven throughout the lifecourse, and the thread characteristics impact the strength and qualities of the mat. This brief commentary outlines the first stage of adapting this resource, illustrating decolonizing the public health and medical curriculum in a way that honours and embeds te ao Māori (the Māori worldview), making them visible and intentional.

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Section: Discussionmentioning

confidence: 99%

Initiating decolonization: from The Last Straw! to Whāriki

Quigg

Kewene

Morgaine

2023

AlterNative: An International Journal of Indigenous Peoples

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“…The challenges of teaching Indigenous health within largely Eurocentric domains risk placing Indigenous content on the margins ( Ahuriri-Driscoll et al, 2021 ; Coombe et al, 2017 ) or reinforcing dominant deficit approaches to Indigenous health. Strong calls have been made which promote the careful design of curricula for decolonizing and Indigenizing public health.…”

Section: Discussionmentioning

confidence: 99%

Toitū te Tiriti: A Tiriti o Waitangi-led Approach to Public Health Curriculum Development

Severinsen

Erueti

Murray

et al. 2023

Health Promotion Practice

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At Te Kunenga ki Pūrehuroa (Massey University), Aotearoa New Zealand, we have declared our stance as a Te Tiriti o Waitangi-led institution. This necessitates the embodiment and enactment of the principles and provisions of Te Tiriti o Waitangi and the embedding of Indigenous Māori knowledge, values and belief systems in curriculum design and implementation. This article outlines the beginning of our journey toward indigenizing our postgraduate public health curriculum at Te Kunenga ki Pūrehuroa. We describe the redevelopment of the Master of Public Health curriculum that embeds mātauranga Māori (Māori knowledge), te reo Māori (Māori language), tikanga Māori (Māori values and belief systems), and Māori pedagogy (culturally sustaining teaching and learning practices). Here, we focus on how curriculum redevelopment and pedagogy have enabled the utility of Māori knowledge and processes to be reflected at every level of the program and give life and relevancy to Te Tiriti o Waitangi. Te Tiriti o Waitangi guides our teaching practice and ensures that students can safely develop their confidence in Māori ways of knowing, being, and doing to effectively partner with Māori as Tangata Whenua. Our program aims to produce agentic graduates who are champions and advocates for Māori aspirations in health.

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“…Cultural safety is clearly distinguishable from more generic concepts such as cultural competence (Curtis et al, 2019) and is very specific to Aotearoa. Deliberate attempts to reference Māori concepts, experiences and values into health professional education and practice have evolved in a range of disciplines including medicine (Al-Busaidi et al, 2018; Pitama et al, 2018), health promotion (Ahuriri-Driscoll et al, 2021) and others. Cultural safety is considered highly significant across professions; it is embedded in education and clearly articulated in requirements for professional registration, scopes of practice, professional competencies and expectations of employees (McKenna, 2020).…”

Section: Stakeholdersmentioning

confidence: 99%

Enabling action: Re-envisaging education of health professionals in Aotearoa New Zealand

Shaw

Atkins

Hoskyn

et al. 2023

Policy Futures in Education

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Healthcare in Aotearoa New Zealand is changing with the aim of becoming truly universal. Development of a new curriculum model in the education of health professionals can aid this goal through increased focus on community needs and flexibility for multiple health professional registrations. Universal healthcare and disability support are promoted as a defining feature of Aotearoa New Zealand, yet inequities are blatantly evident, with increasing calls for equity. Complexity of the issue and the multitude of stakeholders favour action research founded on Vision Matāuranga, a problem-solving philosophy which embraces the potential for innovation of Māori – people, knowledge and resources. Action research embraces collaboration with stakeholders to identify and implement solutions. Government ministries determine policy, with Responsible Authorities accrediting educational institutions, which in turn provide educational programs. Changing what and how students learn can increase their understanding of equity and community needs when they become practitioners, with the voice of service users being paramount.

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Amplifying Indigenous voice and curriculum within the public health academy – the emergence of Indigenous sovereign leadership in public health education

Cited by 10 publications

References 31 publications

Initiating decolonization: from The Last Straw! to Whāriki

Initiating decolonization: from The Last Straw! to Whāriki

Toitū te Tiriti: A Tiriti o Waitangi-led Approach to Public Health Curriculum Development

Enabling action: Re-envisaging education of health professionals in Aotearoa New Zealand

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