090017 Indigenous Public Health
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particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2021 is available in the Archives.
Credit points: 3 cp
Result type: Grade and marks
There are course requisites for this subject. See access conditions.
In this subject, students develop and progress their knowledge of the health and wellbeing of Aboriginal and Torres Strait Islander peoples with a focus on contemporary Indigenous perspectives. This includes the historical context, the impacts of and Indigenous responses to colonisation, Indigenous social determinants of health and cultural dimensions of health. Examinations of the key comparative health indicators provide a context of the current and future public health needs of Aboriginal and Torres Strait Islander peoples.
Students in this subject explore public health responses essential for promoting, improving and maintaining the health of Indigenous Australians and the wellbeing of their communities.
The key aim of Indigenous health policy is to prioritise equity in access to healthcare services for Aboriginal and Torres Strait Islander people. Students examine services in the context of such policy, investigating whether health services and programs are available, accessible, affordable and acceptable, to and for this population.
Subject learning objectives (SLOs)
|A.||Demonstrate knowledge of the demography and epidemiology of Aboriginal and Torres Strait Islander peoples and Aboriginal and Torres Strait Islander people’s health|
|B.||Describe Aboriginal and Torres Strait Islander health in historical context and assess the impact of colonisation on health outcomes|
|C.||Identify and describe the impact of critical social issues on the health of Aboriginal and Torres Strait Islander peoples and communities|
|D.||Engage as a professional with knowledge and skills in public health research, ethical practices, stakeholder analysis, information synthesis, effective communication and cultural safety|
Teaching and learning strategies
Learning in this subject is focused on active engagement and development of knowledge specific to Indigenous Australians' health and wellbeing. With a focus on developing the Indigenous Graduate Attribute, all learning and teaching in this subject will be guided by the Faculty's REM Framework (Respect; Engagement and Sharing; and, Moving Forward) and provision of a culturally safe learning environment.
Teaching and learning will take place entirely online. Students will participate in a range of teaching and learning activities aimed at building the required skills and knowledge specific to Indigenous Australians’ health and wellbeing. Throughout the session, students will be provided with an array of online learning activities including case studies, webcasts, discussions and interviews with experts, as well as online discussion with peers and instructors.
Students are expected to work independently and to engage with other students, teachers and experts online through discussion forums and other interactive activities such as Zoom meetings for which they have to prepare in advance. Zoom meetings are focussed on collaborative discussions and learning reflections facilitates in a less formal structure. Online resources are designed to enable students to explore and clarify concepts, and engage with sensitive or confronting topics at their own pace. Zoom meetings will also be used to conduct digital Yarning Circles.
Yarning Circles provide a culturally respectful and participatory opportunity for students to raise their understanding of Indigenous ways of knowing, being and doing. Yarning Circles provide a collaborative, safe and informative environment, usually led by Aboriginal and/or Torres Strait Islander facilitators, to assist learners in developing new knowledge and skills that will enable meaningful engagement with Indigenous peoples, communities and their organisations. The less formal structure of Yarning Circles provides opportunity for interaction with facilitators and promotes collaborative learning.
Activities will collaboratively engage students in the examination of real-world case studies and application of Indigenous knowledge in healthcare settings. These will be augmented by presentations from Aboriginal Health Workers and other practitioners who will share their insights and snap-shots from the field.
Assessments are designed to complement student learning by providing students with the opportunity to practically apply and track their understanding of Indigenous health concepts. Students will receive feedback from teachers and peers throughout the session and on assessment tasks.
- Understanding the diversity of Aboriginal and Torres Strait Islander people and communities and the contribution of Public Health for improved health and social outcomes
- The historical context and the impact of colonisation on health outcomes
- Key comparative health indicators for Aboriginal and Torres Strait Islander Peoples
- Social Determinants of Health across the key comparative indicators for Aboriginal and Torres Strait Islander Peoples
- Social and health policy impacting Aboriginal and Torres Strait Islander peoples and communities
Assessment task 1: Colonisation and social determinants of Indigenous health
This assessment task provides students with the opportunity to focus on the impact of colonisation on the health of Aboriginal and Torres Strait Islander peoples and its relationship to modern social determinants of Indigenous health.
Assessment task 2: Case studies on Indigenous health
This assessment provides students with an opportunity to understand the complexity of Indigenous identities and communities, and to examine how socialisation, as well as interactions between different communities and cultural groups affects the wellbeing of individuals and populations.
There is no required textbook for this subject. Essential readings will be made available on Canvas.
All recommended texts can be found in your reading list.
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Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.
HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733.
Please see www.uts.edu.au for additional information on other resources provided to students by UTS.