Teaching American Indian Geography and History with New Perspectives: The Lodge Pole River Project Example

Hurt, Douglas A.; Wallace, Michael L.

doi:10.1080/00221340508978983

Cited by 1 publication

(15 citation statements)

References 5 publications

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“…Approximately half of these studies (49%) were undertaken in Australia (36-39, 46, 47, 49, 53, 56, 58-60, 64, 66-69, 71, 72, 75, 77, 78, 80, 82, 83, 85-87, 89-91, 94, 95, 98, 99, 101-108, 110, 113, 115-119, 121-123, 126, 128, 130, 133, 136, 137, 140, 143, 144, 148, 151, 152, 160), with just over a fifth (21%) carried out in Canada (31-33, 35, 42-45, 50, 52, 55, 62, 63, 70, 74, 81, 84, 96, 100, 109, 111, 112, 114, 127, 132, 135, 145, 154). An estimated third of selected articles were either undertaken in the United States (16%) (30, 40, 41, 48, 61, 63, 65, 76, 79, 92, 93, 97, 120, 125, 134, 146, 153, 155, 156…”

Section: Resultsmentioning

confidence: 99%

“…The greatest range of data collection methods occurred immediately following the intervention, with post-surveys the most common approach, mentioned by two-thirds of relevant articles. A large proportion of these post-surveys focused only on quantitative data (n=24; 39%) (32,35,39,47,49,66,70,72,76,84,86,89,102,103,107,108,111,114,115,123,134,137,144,153), while others also included open-ended qualitative questions (n=12; 20%) (49,51,57,58,62,81,91,93,95,104,108,146). Participant interviews were also common following an intervention, mentioned in nearly a fifth of relevant articles (n=11; 18%) 4, 12,51,60,63,78,82,91,92,109,134).…”

Section: Evaluations Of Indigenous Cultural Safety Training Intervent...mentioning

confidence: 99%

“…Data from a total of 134 included full-text articles, including quantitative and/or qualitative research studies as well as expert opinion pieces, were extracted for this study. (42,43,121,123,140,146), followed by training of 6-10 days/sessions (51,57,77,83,95,114), both occurring in one of ten articles (n=6; 9%). Three training durations, namely, 3-12 months of immersion (89,143), a one-semester undergraduate course (42 hours)…”

Section: Selection Of Sources Of Evidencementioning

confidence: 99%

“…*A study undertaken in both Canada and the United States was counted twice. ± ¥ α ^ (15%) (26,28,29,34,51,54,57,73,88,124,129,131,138,139,141,142,147,149,150,157), First Nations in Canada (13%) and American Indians in the United States (12%)(30,41,48,63,65,79,92,93,97,120,134,146,153,155,156,158,159). Other Indigenous groups included Métis in Canada (9%)(31,32,44,50,52,62,63,109,112,114,135,154), Inuit (8%)(31,…”

mentioning

confidence: 99%

“…*A study undertaken in both Canada and the United States was counted twice.± General Health referred to Public Health professionals, Psychologists, health researchers, and otherwise unspecified heath professionals or practitioners. ¥ α ^ (15%) (26,28,29,34,51,54,57,73,88,124,129,131,138,139,141,142,147,149,150,157), First Nations in Canada (13%) and American Indians in the United States (12%)(30,41,48,63,65,79,92,93,97,120,134,146,153,155,156,158,159). Other Indigenous groups included Métis in Canada (9%) (31, 32, 44, 50, 52, 62, 63, 109, 112, 114, 135, 154), Inuit (8%) (31, 32, 44, 50, 52, 62, 63, 84, 109, 112, 135) and unspecified Indigenous peoples in Canada (7%)(43,45,55,81,96,111,127,132,145), with each identified in les...…”

mentioning

confidence: 99%

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Indigenous Cultural Safety Training for Applied Health, Social Work and Education Professionals: A PRISMA Scoping Review

MacLean

Qiang

Henderson

et al. 2022

Preprint

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Background: Anti-Indigenous racism is a widespread social problem in health, social work, and education systems in English-speaking Colonized countries such as Canada, with profound negative impacts to the health and education of Indigenous peoples. In 2015, Canada's Truth and Reconciliation Commission recognized the legacy and impact of Colonization and recommended training programs for these professions on cultural competency and curricula, and on the colonial history of Canada. Yet there is little evidence on best practices for such training, highlighting the need to synthesize existing findings on how these training programs are developed, implemented, and evaluated. Methods: This scoping review explored the academic literature on Indigenous cultural safety and competence training in the health, social work, and education fields. Medline, EMBASE, CINAHL, ERIC and ASSIA were searched for articles published between 1996-2020 in Canada, United States, Australia, and New Zealand. The Joanna Briggs Institute's three-step search strategy was used as was the PRISMA extension for Scoping Reviews. Data was charted and synthesized in three stages. Results: 134 were included in this review. Data was extracted on four themes: 1) Article Characteristic; 2) Cultural Safety Concepts, Critiques and Rationale; 3) Characteristics of Cultural Safety Training; and 4) Evaluation Details of Cultural Safety Training. Findings suggest that research on cultural safety training programs in health, social work and education has grown significantly. Nursing and medicine professions have received a significant proportion of cultural training programs, compared with general/allied health, social work, and education. Across fields, professionals and students were targeted equally by training programs. Only half of evaluations of cultural safety and related intervention identified methodological limitations. Implications: Considering, comparing, and contrasting literature on cultural safety and related concepts and how they are applied in practice would advance this scholarly work, as would more robust evaluations of cultural safety and similar training interventions to understand their impact at the individual level. Finally, commitment to meaningfully engage Indigenous communities to develop, implement and evaluate such programs is urgently needed.

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