He hokinga ki te mauri: strengthening te Tiriti o Waitangi public health education in tertiary education settings

Came, Heather; Warbrick, Isaac; Doole, Claire; Hotere-Barnes, Alex; Sessa, Maria Rosaria

doi:10.1080/13562517.2019.1613357

Cited by 7 publications

(6 citation statements)

References 24 publications

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“…For many P akeha, these monocultural practices are seen as 'normal' and as a result of the legacy of colonisation. Te Ao M aori is therefore wrongly considered exotic and other (Came et al, 2019). The detection of monoculturalism and/or institutional racism requires critical thinking, empathy and what Freire (2000) described as conscientisation.…”

Section: Discussionmentioning

confidence: 99%

A pūrākau analysis of institutional barriers facing Māori occupational therapy students

Davis

Came

2022

Aus Occup Therapy J

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Introduction Across Aotearoa (New Zealand), there are chronic shortages of qualified Māori (Indigenous peoples of Aotearoa) health practitioners and systemic ethnic health inequities. This study, focussing on the discipline of occupational therapy, explores Māori graduates' recollections of the institutional barriers that impacted on their study in this field over a 25‐year period. Methods This qualitative study interviewed seven Māori occupational therapy graduates using pūrākau—an innovative Māori narrative inquiry method. Pūrākau (stories) were collected in 2018 via kanohi ki te kanohi (face to face) semi‐structured interviews. They were analysed using the kaupapa Māori (Māori philosophical) framework of Pū‐Rā‐Ka‐Ū which draws on traditional Māori mātauranga (knowledge). Findings The institutional barriers identified were (1) cultural dissonance, (2) cultural (in)competency and (3) the limitations of (Western) pastoral care. Conclusion This study highlighted how racism is embedded within the Western tertiary education system. To create a safe learning environment for Māori students, tertiary education institutions require a planned approach to address racism within policy, procedures, the curriculum, teaching and professional staff.

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Section: Discussionmentioning

confidence: 99%

A pūrākau analysis of institutional barriers facing Māori occupational therapy students

Davis

Came

2022

Aus Occup Therapy J

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“…The empowerment of otherwise marginalized mental health consumers involved in EBE‐inclusive strategies forms a consistent trend throughout the literature (Larsen et al, 2018; Waks et al, 2017), a benefit to EBE involvement, which becomes especially important in the context of New Zealand's growing ethnic diversity (Stats NZ, 2019). Te Tiriti o Waitangi (the Treaty of Waitangi), the founding document of Aotearoa New Zealand, upholds and promotes biculturalism, which is a driving force behind efforts to strengthen the country's public policy (Came et al, 2020). In light of this, the potential for the development of culturally diverse EBE strategies to improve workforce representation and healthcare outcomes for New Zealand's indigenous Māori population and ethnic minorities further highlights the productive potential of carefully considered approaches to tertiary EBE involvement.…”

Section: Discussionmentioning

confidence: 99%

Embedding lived experience expertise across the mental health tertiary education sector: An integrative review in the context of Aotearoa New Zealand

Classen

Tudor

Johnson

et al. 2021

Psychiatric Ment Health Nurs

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Accessible Summary What is known on the subject? An important step towards improving mental health outcomes is the realignment of tertiary mental health education and research in a way which places strategic value on experience‐driven involvement in mental health and addiction‐related care. One of the most widely recognized ways of achieving this is by increasing representation of individuals with first‐hand experience of mental health and addiction distress (also known or referred to as Experts by Experience or EBE) within the tertiary sector. What this paper adds to existing knowledge? Benefits of tertiary EBE representation such as improving student's preparedness for practice and the empowerment of mental health consumers are consistently reported throughout the literature. In striving towards these outcomes, it is crucial we remain mindful of relevant and often‐reported hurdles such as stigma and improper implementation. By using Aotearoa New Zealand as a case study, the need for approaches to increasing EBE representation which is conscious of diverse cultural contexts, perspectives and identities is highlighted. What are the implications for practice? This review draws together a broad range of factors associated with improving clinical practice. These include the potential for EBE representation to improve outcomes for trainee clinicians, and the incorporation of consumer‐driven perspectives into evidence‐based practice. This review further highlights the need for EBE representation to be implemented in a way which is responsive to the cultural needs and nuances of mental health education and practice in Aotearoa New Zealand, and, similarly in other countries. Abstract IntroductionThere is potential value in increasing representation of expert by experience (EBE) involvement in mental health education sectors. This approach to improving mental health outcomes is here explored in the context of Aotearoa New Zealand's tertiary education sector. Aim/QuestionThis review sought to identify potential outcomes, benefits and barriers associated with EBE representation in tertiary institutions, whilst critically analysing these strategies in the context of Aotearoa New Zealand's mental health education sector. MethodData retrieved from electronic databases were subjected to critical appraisal and thematic analysis. The integrative review drew from a final data set of 113 articles. ResultsAn integrative review of our search results indicated that moving towards a tertiary mental health model in which lived experience plays a central role has the potential to benefit both teaching and research in the tertiary sector. DiscussionThe interplay between contemporary perspectives on tertiary EBE representation and the cultural needs and nuances of Aotearoa New Zealand's tertiary sector highlights the need for critical and careful approaches to EBE representation. Implications for clinical practiceFindings surrounding tertiary EBE representation have direct implications for the training of mental health practit...

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“…Decolonising health research points to the need for rethinking whose frames of knowledge dominate in healthcare settings (Cram et al, 2006) and it offers an approach that centres Māori ways of knowing in health evaluation (Carlson, 2019). It also points to the importance of unlearning privileged ways of knowing (Came, Warbrick et al, 2020). One way to centre Indigenous ways of knowing is to work from a Māori model of health, such as Te Pae Māhutonga (Durie, 1999(Durie, , 2004, which takes a holistic approach, focusing on health promotion.…”

Section: Opportunities For Decolonisation and Demedicalisation In Int...mentioning

confidence: 99%

Decolonising and demedicalising intersex research

Roen

Oliver

2022

Feminism & Psychology

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In this commentary, we examine the role of non-Indigenous psychology researchers in settler states such as Aotearoa / New Zealand. A key focus is on demedicalising and decolonising intersex. We describe approaches to knowledge production that are based on the decolonising thinking of Indigenous and non-Indigenous researchers, and that open up opportunities for resistance and transformation. We then examine how decolonisation can be brought into dialogue with demedicalisation. Finally, we consider opportunities for an Indigenous understanding of health to contribute to the demedicalising aspirations of intersex advocates and researchers.

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He hokinga ki te mauri: strengthening te Tiriti o Waitangi public health education in tertiary education settings

Cited by 7 publications

References 24 publications

A pūrākau analysis of institutional barriers facing Māori occupational therapy students

A pūrākau analysis of institutional barriers facing Māori occupational therapy students

Embedding lived experience expertise across the mental health tertiary education sector: An integrative review in the context of Aotearoa New Zealand

Decolonising and demedicalising intersex research

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