Uncomfortable curricula? A survey of academic practices and attitudes to delivering Indigenous content in health professional degrees

Journal article


Wolfe, Naomi, Sheppard, Loretta, Le Rossignol, Peter and Somerset, Shawn. (2018) Uncomfortable curricula? A survey of academic practices and attitudes to delivering Indigenous content in health professional degrees. Higher Education Research and Development. 37(3), pp. 649 - 662. https://doi.org/10.1080/07294360.2017.1385595
AuthorsWolfe, Naomi, Sheppard, Loretta, Le Rossignol, Peter and Somerset, Shawn
Abstract

Unacceptable inequity in health status between Indigenous and non-Indigenous Australians remains despite much work in the area. The imperative for graduating health professionals capable and ready to work with urban and rural Indigenous communities has led to a focus on curriculum development, but less focus has thus far been applied to academic staff capability to deliver the content. We surveyed academic staff at a large multi-campus Australian university on their practices and attitudes towards teaching Indigenous content in health professional programs. Indigenous and non-Indigenous academic staff were surveyed online about whether Indigenous content was included in the curricula they taught; whether they felt confident and capable of delivering curricula related to Indigenous issues; what challenges they found in including Indigenous content; and what, if any, supports and resources they felt were needed. Sixty-three per cent of respondents said that they included Indigenous content in their curricula, but 43% said that they did not access Indigenous resources; 60% reported feeling awkward, unsure or avoided teaching Indigenous content; most (74%) were comfortable teaching discipline-specific content to Indigenous students but only 26% felt comfortable teaching Indigenous content to Indigenous students. The findings reflect a level of discomfort experienced by some academic staff when teaching Indigenous content in health professional degrees. Reasons for this include being worried they would make mistakes, not knowing what to teach and finding it ‘too hard’. We suggest that three levels of action are required within universities to address this discomfort in academic staff: (i) provide a rationale (‘why’ teach Indigenous content); (ii) develop a plan (‘where’ and ‘what’ Indigenous content to teach) and (iii) develop capability in academic staff regarding ‘how’ to teach Indigenous content.

KeywordsIndigenous curriculum; Aboriginal and Torres Strait Islander; higher education; health professional; cultural capability
Year2018
JournalHigher Education Research and Development
Journal citation37 (3), pp. 649 - 662
PublisherTaylor & Francis
ISSN0729-4360
Digital Object Identifier (DOI)https://doi.org/10.1080/07294360.2017.1385595
Scopus EID2-s2.0-85031125766
Page range649 - 662
Research GroupSchool of Arts
Publisher's version
File Access Level
Controlled
Place of publicationAustralia
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