Mapping the Journey from the Head to the Heart: Actualizing Indigenization in Health and Human Services Education

Autor/inn/en	Docherty, Marcia A.; Simcoe, Janice; Smith, Cynthia J.; Hiislacinxw
Titel	Mapping the Journey from the Head to the Heart: Actualizing Indigenization in Health and Human Services Education
Quelle	In: Canadian Journal for the Scholarship of Teaching and Learning, 14 (2023) 1, Artikel 17 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Docherty, Marcia A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Higher Education; Minority Group Students; Indigenous Populations; Cultural Awareness; Culturally Relevant Education; College Faculty; Faculty Development; Teaching Methods; Racism; Foreign Countries; Canada Natives; Knowledge Level; Consciousness Raising + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Sinti und Roma; Cultural identity; Kulturelle Identität; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Rassismus; Ausland; Wissensbasis; Bewusstseinsbildung
Abstract	Camosun College's commitment to Truth and Reconciliation includes Indigenization. At the College, Indigenization means the world views of Indigenous students are reflected in curriculum practices and non-Indigenous students are prepared to build better relationships with Indigenous peoples. The College uses a number of models to support Indigenization including an Indigenized Quadrant Model based on Wilber's (1997) Integral theory. This Model is used in this research study to inventory the Indigenization interventions and activities internal and external to the College and examine participation rates by non-Indigenous faculty. At the time of the study, respondents viewed the College as midway on its progress of Indigenization. The results suggest that developing a few activities across the four quadrants of the Model and leveraging relevant activities in the larger community may be sufficient to build an Indigenization program within a post-secondary institute. We also identified a need for more advanced training to support non-Indigenous faculty to fully Indigenize their teaching practices. The focus of this advanced training includes developing skills to address racism and confront privilege not only in their students but also their professions. For administrators wanting to actualize Indigenization, we recommend the continued alignment, monitoring, and measurement of the impacts of Indigenization activities and programs. (As Provided).
Anmerkungen	University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01