Strengthening Indigenous Australian Perspectives in Allied Health Education: A Critical Reflection

Manton, D; Williams, M

Strengthening Indigenous Australian Perspectives in Allied Health Education: A Critical Reflection

Manton, D

Williams, M

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Publisher:: University of Toronto Libraries - UOTL
Publication Type:: Journal Article
Citation:: International Journal of Indigenous Health, 2021, 16, (1)
Issue Date:: 2021-01-28

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Field	Value	Language
dc.contributor.author	Manton, D https://orcid.org/0000-0003-1911-860X
dc.contributor.author	Williams, M
dc.date.accessioned	2021-03-15T08:54:38Z
dc.date.available	2021-03-15T08:54:38Z
dc.date.issued	2021-01-28
dc.identifier.citation	International Journal of Indigenous Health, 2021, 16, (1)
dc.identifier.issn	2291-9368
dc.identifier.issn	2291-9376
dc.identifier.uri	http://hdl.handle.net/10453/147173
dc.description.abstract	<jats:p> 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 have publically committed to achieving cultural safety and health equity between Indigenous and non-Indigenous people. Knowing this, leaders in the allied health professions are asking “What needs to change?” This paper presents a critical reflection on experiences of a university-based Indigenous Health Unit leading the embedding of Indigenous perspectives in allied health curriculum, informed by Indigenous community connections, literature reviews, and research in the context of an emerging community of practice on Indigenous health education. Key themes from reflections are presented in this paper, identifying barriers as well as enablers for change, which include Indigenous community relationship building, education of staff and students, and collaborative research and teaching on Indigenous Peoples’ allied health needs and models of care. These enablers are inherently anti-racism strategies that redress negative stereotypes perpetuated about Indigenous Australians and encourage the promotion of valuable Indigenous knowledges, principles, and practices as strategies that may also help meet the health needs of the general community. </jats:p>
dc.language	en
dc.publisher	University of Toronto Libraries - UOTL
dc.relation.ispartof	International Journal of Indigenous Health
dc.relation.isbasedon	10.32799/ijih.v16i1.33218
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Strengthening Indigenous Australian Perspectives in Allied Health Education: A Critical Reflection
dc.type	Journal Article
utslib.citation.volume	16
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Faculty of Health/Public Health
utslib.copyright.status	open_access	*
dc.date.updated	2021-03-15T08:54:37Z
pubs.issue	1
pubs.publication-status	Published online
pubs.volume	16
utslib.citation.issue	1

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 have publically committed to achieving cultural safety and health equity between Indigenous and non-Indigenous people. Knowing this, leaders in the allied health professions are asking “What needs to change?” This paper presents a critical reflection on experiences of a university-based Indigenous Health Unit leading the embedding of Indigenous perspectives in allied health curriculum, informed by Indigenous community connections, literature reviews, and research in the context of an emerging community of practice on Indigenous health education. Key themes from reflections are presented in this paper, identifying barriers as well as enablers for change, which include Indigenous community relationship building, education of staff and students, and collaborative research and teaching on Indigenous Peoples’ allied health needs and models of care. These enablers are inherently anti-racism strategies that redress negative stereotypes perpetuated about Indigenous Australians and encourage the promotion of valuable Indigenous knowledges, principles, and practices as strategies that may also help meet the health needs of the general community.

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http://hdl.handle.net/10453/147173