The first steps on the journey towards curriculum reconciliation in science, medicine and health education

Fildes, Karen; Beck, Eleanor; Bur, Tatiana; Burns, Pippa; Chisholm, Laurie; Dillon, Carolyn T.; Kuit, Tracey; McMahon, Anne; Neale, Elizabeth P.; Paton-Walsh, Clare; Powell, Sophie; Skropeta, Danielle; Stefoska‐Needham, Anita; Tomlin, Alison S.; Treweek, Teresa M.; Walton, Karen; Kennedy, Jade

doi:10.1080/07294360.2020.1852393

Cited by 13 publications

(11 citation statements)

References 29 publications

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“…As their confidence grew, those who continued in the university program shared cultural approaches to care on unit Discussion Boards and in their assignments, linking Western and Aboriginal knowledges and perspectives. This shared knowledge benefitted both non-Indigenous students and teaching staff and provided a small step toward establishing culturally responsive content and curriculum reconciliation in health education (10,24). The students suggested developing a new unit in which Aboriginal knowledges could be embedded in dementia care.…”

Section: Discussionmentioning

confidence: 99%

“…The students suggested developing a new unit in which Aboriginal knowledges could be embedded in dementia care. The Jindaola program (24) provides a model for how this could be done. In the meantime, all program staff now authentically Acknowledge Country at the beginning of lectures and meetings.…”

Section: Discussionmentioning

confidence: 99%

“…However, community members welcomed opportunities to show their support. Indeed, such community support may strengthen and sustain the needed relationships between Aboriginal communities and universities (6,24), guiding students in their learning and research and helping all students learn from Aboriginal culture (24). Such community support may also facilitate recognition of Aboriginal students' community work experience as a component of their university learning-an issue that warrants further consideration in online programs focused on Western approaches to health care.…”

Section: Discussionmentioning

confidence: 99%

“…Any university asking a potential student, "If you would like to do this, " must recognize its role in understanding and committing to addressing "How can we help?" This assistance needs to include active partnerships with Aboriginal communities to address the challenges many students continue to face as they undertake university study (5,9,22,24) and public encouragement and support (21). University assistance also needs to recognize that Aboriginal students' journeys in tertiary education may need to be flexible, with time for reflection and contemplation to make sense of what has been learned and how this relates to one's cultural sense of self.…”

Section: Discussionmentioning

confidence: 99%

“…This highlighted the importance of encouraging students not to give away their worth but to view their previous accomplishments and cultural framework as relevant to higher education. When students are enrolling at university, the wording of questions related to experiences prior to university study needs to encourage Aboriginal students to realize that their ways of being, knowing, and doing through their lived experiences, community responsibilities, and previous accomplishments are valued by the university (9,10,24).…”

Section: Discussionmentioning

confidence: 99%

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Aboriginal Women Learning on Country: Lessons for Educators

Goldberg

Baldock

Cox

et al. 2022

Front. Public Health

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IntroductionThis paper details the journey of eight Aboriginal women from Circular Head, a rural and remote area of North-West Tasmania, as they undertook an innovative 2-year program of tertiary studies in dementia to address a documented community need. The Chief Executive Officer of the Circular Head Aboriginal Corporation (CHAC) had identified difficulties being experienced by older members of the community. These difficulties included changes in behavior, memory, and communication, with profound consequences on social engagement and care needs from both individual and community perspectives. The community wished to know if a combined vocational and university program, completed on Country and in community, could serve as a culturally safe education pathway to empower Aboriginal members of a rural and remote area in providing community health and dementia education and care.MethodsThe nationally funded program included a year-long face-to-face vocational Certificate III in Individual Support (Aging, Home, and Community) on Country, including within-community experience with adults with dementia. This face-to-face learning was combined with online study in the award-winning Bachelor of Dementia care offered by the University of Tasmania. Students received a PhD level stipend to support them in their studies and were guided by an Elder from their community.ResultsAll students completed their Certificate III. The number of units they completed toward the eight required for their Diploma of Dementia Care varied. Emergent themes from students' reflections were holistic and relational, highlighting achievements and challenges, the importance of on Country individual connections and community support, and the value of their current and future contributions to the community. Data from this mixed methods approach documented the impact of the innovative coupling of authentic, culturally appropriate experiential learning with broad and deep academic knowledge about dementia and evidence-based care.ConclusionsThis program provided students with a work-related qualification embedded within a university education and increased the capacity and capability of this Aboriginal community to provide care for its members with dementia, a documented concern. The combination of vocational learning on Country with online university study established a pathway to improve students' access to and success in higher education and the professional workforce. This assisted in counteracting the negative influences of racism, stigma, rurality, and socio-economic marginalization on educational opportunity for Aboriginal people. Data showed the need for flexibility with this learning journey, and the strengths and resilience of these women as they learned.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 3 more Smart Citations

Aboriginal Women Learning on Country: Lessons for Educators

Goldberg

Baldock

Cox

et al. 2022

Front. Public Health

View full text Add to dashboard Cite

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Australia

Guerin

2024

Global Perspectives on Enhancing Doctoral Co-Supervision

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Reimagining curricula: effects of cultural (in)sensitivity of curricula on racially minoritised students’ engagement

Thomas

Quinlan

2022

Studies in Higher Education

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Imperatives to eliminate racial inequalities in higher education (HE) have led to calls for diversification of curricula. Qualitative evidence is growing about racially minoritised students' perceptions of their curricula and its impact on them. Yet there are no specific instruments to facilitate evaluation of curricular diversification and its impact on students. We examined the relationship between students' perceptions of the cultural sensitivity of their curriculum and their engagement, as measured by students' interactions with their teachers and their interest in their programme of study. To do so, we conceptualised and developed a new set of four Culturally Sensitive Curriculum Scales, making a significant, original conceptual and methodological contribution. A racially diverse sample of second through postgraduate students primarily in arts, humanities and social sciences (N = 262; 189 F) rated the cultural sensitivity of the curriculum of their programme, their interactions with teachers, and their interest. Racially minoritised students (n = 157) perceived their curriculum as less culturally sensitive on all four dimensions, reported fewer academic interactions with teachers, and had lower levels of interest than White students (n = 100). Each of the four Culturally Sensitive Curriculum Scales was significantly related to academic interactions with teachers and to interest. Regression analyses showed that all dimensions of cultural sensitivity mediated effects of ethnicity on interactions with teachers. Two dimensions of cultural sensitivity (Diversity Represented and Challenge Power) mediated effects of ethnicity on interest. Therefore, ensuring curricula are diverse and critical may support racially minoritised students' engagement, potentially contributing to reducing achievement gaps. Further implications are discussed.

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The first steps on the journey towards curriculum reconciliation in science, medicine and health education

Cited by 13 publications

References 29 publications

Aboriginal Women Learning on Country: Lessons for Educators

Aboriginal Women Learning on Country: Lessons for Educators

Australia

Reimagining curricula: effects of cultural (in)sensitivity of curricula on racially minoritised students’ engagement

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