2021
DOI: 10.32799/ijih.v16i1.33218
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Strengthening Indigenous Australian Perspectives in Allied Health Education: A Critical Reflection

Abstract: While professional education in medicine and nursing in Australia has been implementing strategies to increase accessibility for Indigenous Australians, allied health professions remain underdeveloped in this area. Failure to improve the engagement of allied health professions with Indigenous Australians, and failure to increase the numbers of Indigenous staff and students risks perpetuating health inequities, intergenerational disadvantage, and threatens the integrity of professions who h… Show more

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Cited by 13 publications
(11 citation statements)
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“…Encouraging critical, place‐based learning about systemic racism for White people is but a part of the greater whole. In that vein, creative collaboration amongst BIPOC community members, organizers, educators, medical professionals, policy‐makers, artists, and psychological, public health, and education researchers (e.g., Fernández et al, 2020; Manton & Williams, 2021; Manzi et al, 2020; Okaka et al, 2021) is essential for producing the transformation needed to unravel the technologies upholding systemic racism.…”
Section: Discussionmentioning
confidence: 99%
“…Encouraging critical, place‐based learning about systemic racism for White people is but a part of the greater whole. In that vein, creative collaboration amongst BIPOC community members, organizers, educators, medical professionals, policy‐makers, artists, and psychological, public health, and education researchers (e.g., Fernández et al, 2020; Manton & Williams, 2021; Manzi et al, 2020; Okaka et al, 2021) is essential for producing the transformation needed to unravel the technologies upholding systemic racism.…”
Section: Discussionmentioning
confidence: 99%
“…Scholars are called on to construct reliable evidence [116] that practitioners interpret and embed into their attitudes. If scholarly publications about First Nations Australians' cultural safety are of poor quality, it is axiomatic that higher education curriculum and professional training and practice will suffer [117]. This situation points to the facility of the evidence base being faulty, which then rami es through each related concept of structuration.…”
Section: Modality Implicationsmentioning
confidence: 99%
“…Studies on the inclusion of marginalised groups in education are numerous, particularly in the area of pre-tertiary education. The following marginalised groups are discussed: children with special education needs (SEN) (Shaw, 2017), race and ethnic minorities (Curcic et al, 2014), immigrants (Cropley, 2017), religious minorities (Mirza & Meetoo, 2018), girls particularly in developing countries (Harper et al, 2018), the LGBTQIA community (lesbian, gay, bisexual, transgender/sexual, queer, intersex and asexual people) (White et al, 2018), children from lower socioeconomic backgrounds (Riessman & Miller, 2017), indigenous peoples (Manton & Williams, 2021) Literature on tertiary education echoes the foci on the types of marginalised groups present in the literature on pre-tertiary education. However, it places more emphasis on the transition of people from lower social classes, different gender identities, and older age groups to higher education and their participation in higher education.…”
Section: Introductionmentioning
confidence: 99%