Indigenous academics teaching Indigenous health: ‘it’s part of who we are, our spirit, our soul, our knowledge… that goes into our teaching’
_Aim:_ Explore the experiences of Indigenous academics teaching Indigenous peoples’ history, health and culture in Australian Bachelor of Nursing programs. _Methodology:_ Theoretical framework comprises of Indigenous methodologies including Indigenous women’s standpoint theory and Indigenist researc...
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| Autores principales: | , , |
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| Formato: | article |
| Lenguaje: | EN |
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Bond University
2021
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/a5470cf9a34347c6ace7a793114a462f |
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| Sumario: | _Aim:_ Explore the experiences of Indigenous academics teaching Indigenous peoples’ history, health and culture in Australian Bachelor of Nursing programs.
_Methodology:_ Theoretical framework comprises of Indigenous methodologies including Indigenous women’s standpoint theory and Indigenist research principles.
Methods: One-on-one research yarns that were voice-recorded, transcribed verbatim, and analysed through an assemblage approach.
_Findings:_ Participants of this study shared their doubts about the legitimacy afforded to them and Indigenous health curriculum by some of their colleagues and their school and faculty leaders. They highlighted that strategic and careful disruption of the status quo is a quality imperative. Participants identified the paradox of revisiting personal trauma as pedagogy and curriculum, suggesting a lack of preparedness of their schools to adequately support them. Relational engagement with other Indigenous peoples was emphasised, however, the implicit expectation for them to capitalise on personal relationships involved risking their reputation for their schools, who seemingly demand their resourcefulness as substitute for resources.
_Conclusion:_ Indigenous academics care for quality learning and teaching of Indigenous peoples’ history, health, and culture. This care extends to nursing students, fellow academics, as well as school and faculty leadership, despite the lack of care afforded to them. Realising relational and reciprocal care, through providing appropriate support and resources, would benefit them and their academic practice. |
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