Indigenous Footprints on Health Curriculum

Abstract

There are numerous aspects to becoming an effective, culturally competent health practitioner, among these is the need to “become knowledgeable about the historical and sociopolitical backgrounds of clients” (Bemak et al., 2003, p. 26). It has been established that culturally sensitive empathy has the potential to contribute greatly to the healing process when working across cultures. It is therefore essential for an effective and productive client-healer relationship. Indeed it is said that “empathy bridges the gap” between practitioner and client (David & Erickson, 1990). This paper explores a model to develop cultural competence within health related courses.

Supporting dietitians to work in Aboriginal health: Qualitative evaluation of a Community of Practice mentoring circle

“…The CoP aimed to build the workforce capacity of Accredited Practicing Dietitians (APDs) who had a specific role in working to improve the nutrition and health of Aboriginal and Torres Strait Islander communities. Experiences, attitudes, practices and learnings of the participants were sought, and thus, qualitative description was used as the methodology to provide an account of participants’ experiences of the intervention. Ethics approval was obtained from the Flinders University Social and Behavioural Research Ethics Committee, the Aboriginal Health Research Ethics Committee and the Monash University Human Research Ethics Committee.…”

Exploring Aboriginal Identity in Australia and Building Resilience

“…All programs and services for Indigenous Australians should be based on 'cultural respect-recognition and respect of the inherent rights and traditions of Indigenous Australians which incorporates a holistic approach involving partnership, resilience building and accountability' [39]. This is the message promoted to students and staff at UTAS to try to counter the view that universities in Australia continue to be places of white habitus (Bourdieu, [40]) where race capital ensures reproduction of white privilege, whereby Indigenous needs are not addressed [41,42].…”

Teacher Education, Aboriginal Studies and the New National Curriculum

“…For further details on why Indigenous cultural competence is a desirable graduate attribute and how a cultural competency framework was implemented at UTAS to facilitate the graduation of culturally competent students (see Andersen, 2012). As well as preparing teachers well, UTAS has also focused on preparing culturally competent health professionals, as outlined in Andersen (2009). This work at UTAS has been undertaken jointly with the Riawunna Centre and the respective schools and faculties, to facilitate consistent experiences for students.…”