Indigenous Health: Contemporary Issues PG (11478.1)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| Flexible
|| UC - Canberra, Bruce
|0.125||3||Faculty Of Health|
|Discipline||Study level||HECS Bands|
|Discipline Of Midwifery||Post Graduate Level|| Band 2 2021 (Commenced After 1 Jan 2021)
Band 3 2021 (Commenced Before 1 Jan 2021)
Learning outcomesOn completion of the unit, the student will:
Critically analyse historical and contemporary contexts that impact on relationships between Aboriginal and Torres Strait Islander and non-Indigenous Australians and create barriers to community well-being;
Demonstrate and apply advanced knowledge, skills and attitudes for culturally safe engagement with Aboriginal and Torres Strait Islander peoples and;
Propose strategies to address disparities between Indigenous and non-Indigenous Australians that the student identifies through critical interpretation of data.
Graduate attributes1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - communicate effectively
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - take pride in their professional and personal integrity
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
As students of the University you will develop the qualities of critical thinking, curiosity and reflective practice. Students will use foresight, initiative and leadership, and be open to alternative perspectives. As graduates, you will continue to learn and thrive in environments of complexity, ambiguity and change.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2021||UC - Canberra, Bruce||Winter Term||01 June 2021||Flexible||Ms Ella Kurz|
|2022||UC - Canberra, Bruce||Winter Term||30 May 2022||Flexible||Mrs Kai Hodgkin|
Best, O. & Fredericks, B. (Editors) (2018). 2nd ed. Yatdjuligin: Aboriginal and Torres Strait Islander nursing and midwifery care. Melbourne, Australia: Cambridge University Press
Taylor, K. & Thompson Guerin, P. (2019) 3rd ed. Health Care and Indigenous Australians - cultural safety in practice. London: Red Globe Press
Yunkaporta, T. (2019). Sandtalk: How Indigenous Thinking Can Save the World. Melbourne, Australia: Text Publishing
Strongly recommended readings:
Axelsson, P., Kukutai, T., & Kippen, R. (2016). The field of Indigenous health and the role of colonisation and history. Journal of Population Research, 33(1), 1-7
Dudgeon P, Walker R, Scrine C, Shepherd CCJ, Calma T & Ring I 2014. Effective strategies to strengthen the mental health and wellbeing of Aboriginal and Torres Strait Islander people. Issues paper no. 12. Produced for the Closing the Gap Clearinghouse. Canberra: Australian Institute of Health and Welfare & Melbourne: Australian Institute of Family Studies
Eckerman, A., Dowd, T., Chong, E., Nixon, L., Gray, R., & Johnson, S. (2010). Binan goonj: Bridging cultures in Aboriginal health (3rd ed.). Sydney, Australia: Elsevier
Guzys, D., & Petrie, E. (2013). An Introduction to Community and Primary Health Care in Australia. Cambridge University Press. 282-292
Hunt J 2013. Engaging with Indigenous Australia—exploring the conditions for effective relationships with Aboriginal and Torres Strait Islander communities. Issues paper no. 5. Produced for the Closing the Gap Clearinghouse. Canberra: Australian Institute of Health and Welfare & Melbourne: Australian Institute of Family Studies
Keleher, H. & MacDougall, C. (2015). Understanding Health (4th ed.). Melbourne: Oxford University Press, 19-34
Paradies, Y. (2016). Colonisation, racism and indigenous health. Journal of Population Research, 33(1), 83-96
Pascoe, B. (2018). Aboriginal Australia and the Birth of Agriculture. Broome, Australia: Magabala Books
Australians for Native Title & Reconciliation (2007). Success stories in Indigenous health: A showcase of successful Aboriginal and Torres Strait Islander health projects. Sydney: Australians for Native Title & Reconciliation. Available at https://antar.org.au/sites/default/files/successstories.pdf
Australian Medical Association (2011). Aboriginal and Torres Strait Islander report card: Best practice in primary health care for Aboriginal peoples and Torres Strait Islanders, 2010-2011.
Canberra: Australian Medical Association. Available at https://ama.com.au/sites/default/files/documents/Indigenous_Report_Card_2010_11.pdf
Humphreys, J. and Wakerman, J. Primary health care in rural and remote Australia: achieving equity of access and outcomes through national reform. Discussion paper. Available at http://www.health.gov.au/internet/nhhrc/publishing.nsf/Content/16F7A93D8F578DB4CA2574D7001830E9/$File/Primary%20health%20care%20in%20rural%20and%20remote%20Australia%20%20achieving%20equity%20of%20access%20and%20outcomes%20through%20national%20reform%20(J%20Humph.pdf
Laycock, A., Walker, D., Harrison, N. & Brands, J. (2011). Researching Indigenous health: a practical guide for researchers. Melbourne: The Lowitja Institute.
Ward, R. (2015). Health and wellbeing. In K. Price (Ed.), Knowledge of life: Aboriginal and Torres Strait Islander Australia (pp. 141-151), Port Melbourne: Cambridge University Press.
Williams, K. (2015). A room full of strangers: racism as a determinant of health in the maternity care of Aboriginal and Torres Strait Islander women. In K. Price (Ed.), Knowledge of life: Aboriginal and Torres Strait Islander Australia (pp. 154-164), Port Melbourne: Cambridge University Press.
UN Committee on Economi, Social and Cultural Rights (CESCR). General Comment No. 14: The Right to the Highest Attainable Standard of Health (Art. 12 of the Covenant), 11 August 2000, E/C.12/2000/4. Available at http://www.refworld.org/docid/4538838d0.html
Submission of assessment items
Extensions & Late submissions
General guidelines for a written paper:
- Presentation: The paper should be word-processed, with 1.5 line spacing on a single side of A4 paper. Each A4 page should have a 2.5 cm margin on all sides. Pages should be numbered.
- Structure: Academic writing style must be maintained throughout the assessments. There are many texts available about organising and presenting papers in the library and bookshop.
- Clarity and Expression: Concepts should be discussed clearly and concisely. Assessments must demonstrate correct grammatical expression and spelling. Poor grammar obscures meaning. It is very useful to ask someone else to proof read your submission to eliminate errors.
- Referencing requirements: Students must use the APA method of referencing throughout their assessments. The following useful resource on referencing is available at: http://www.canberra.edu.au/library/research-gateway/research_help/referencing-guides
- Returning Assessments and Feedback to students: Assessments will be returned electronically via the unit's Canvas site with feedback attached.
Students are required to attend all tutorials.
Required IT skills
The Client Services Division provides campus IT networks for the University, including computers and networked information resources for student use. For students needing help with basic IT skills, training courses are offered by the Client Services Division and some Faculty Resource Centres to help students start using the University online services. For more information please contact the Helpdesk on 6201 5500 or email firstname.lastname@example.org. The Library is also an excellent resource for IT skills related to information searching.
Work placement, internships or practicums
Post graduate studies are complex and require balancing in-depth studies, paid work and life balance. The Unit Convenor is here to help you. We want you to become useful and connected health professional by learning in a supported environment, so please let us know if you feel quite challenged. Most things can be sorted out quickly and easily if we know. We will also help with more complex issues.