Instructor: Danielle Soucy Office: HSC 3H46-B Phone: ext. 22824 Email:firstname.lastname@example.orgOffice Hours: by appointment-business hours PURPOSE: Students will be provided with a survey of Aboriginal health in Canada providing an opportunity for an increased breadth of knowledge. This elective will impart both a broad understanding of Aboriginal Peoples and their health status, practice, care, delivery and a narrow focus in varying degrees of health priorities and needs in its shape and mix amongst and between First Nations, Inuit and Métis. This course challenges students to be critical of Western discourse, privilege and power and affords students the opportunity to be self-reflective of their own views regarding Aboriginal health.
GENERAL OBJECTIVES: The Aboriginal Health Elective, through a series of 11 two-hour sessions (including one all day session), provides students with knowledge and skills related to health care practice and policy from within Aboriginal contexts; enables students with tools for knowledge acquisition and critique outside of western pedagogy and put into practice concepts required to understand and manage health for and with Aboriginal Peoples; engage in culturally competent and safe practice through knowledge development; and, the ability to identify areas of need specific to Aboriginal Peoples health.
Attendance: 10% (Includes site visits)*** Readings: Part I. 30% Part II. 20%
Policy Paper: 25% Art Project: 15%
READINGS: The readings for this course are selected to first provide grounding for the student of the concepts required to meet the course objectives. Second the readings will compliment the lectures provided by guest speakers, and third to assist in the development and completion of course assignments. Your assignments for the readings are twofold.
Part I. For part I. you will complete a critical response and exploration of the readings listed in the Foundational Knowledge section of the reading list. This response should address the following questions: Why are these considered foundational, how do they fit into the overall course purpose/objectives, how do they assist our learning and critique of Aboriginal health in its current canon and what is the relationship between them? They will be evaluated on the following components: Demonstrated understanding of key points; critical exploration and connection that is reflective and relevant to the questions posed for the assignment; clear and effective summary; and, overall your written work is: articulate, organized, thoughtful and original.
Format: Microsoft word 2,500-3,000 words or 10-12 pages-double spaced excluding references, 12 pt. standard font. 8.5” x 11” with standard margins. Papers should use either APA or Turabian (Chicago) style for citation. Due Date: Papers are to be submitted in both hard and e-copy no later than 5:00 pm on February 3, 2017. Late papers will be deducted 2 marks per day.
Each session has assigned readings and it is expected that you will complete all the readings as listed. For each session you will complete one 500 word (1 page-single spaced or 2 page-double spaced) critical response to one of the assigned readings. A peer on a scale will evaluate your response: incomplete-poor-fair-good-excellent. As a peer you are responsible for a fair and critical response of your colleagues work that includes a 250-word rationale for your rating which the instructor will evaluate using the same scale (incomplete-poor-fair-good-excellent). When evaluating the critical response you should look at the following components: clear and effective summary; demonstrated understanding of key points; critical commentary- employing evaluation and connection with related material; quality of questions raised- reflective and relevant to reading and course material. A word.docx template will be available and the instructor will assign the readings and reviewers. Your mark will be based on the total performance of the nine submitted critical responses. All nine responses for Part II are due March 3, 2017 in hard copy and by email. It is important that you communicate with your peers about timelines to ensure that your work is complete as both a writer and reviewer by the due date.
POLICY PAPER: Students will consolidate their learning through the process of writing a policy paper. To select the policy area for your paper begin by selecting a social determinant of health, a broader SDOH and population, and then write the policy paper framed within a Two-Eyed Seeing methodology. The paper should build upon the lectures and readings throughout the elective.
Criteria: The 5000 word paper should include an introduction; problem description; policy options; conclusion and recommendations. A minimum of 25 references is expected with no more than 15 coming from the course suggested readings. References should reflect the current canon on the topic area and include five new references from Indigenous scholarship. Do not use Wikipedia. Use Canadian spelling and capitalize proper names for nations of people. Please avoid using possessive phrases such as Canada‘s First Nations, but rather use First Nations in Canada. When possible use the name of the nation of the person or group you are writing about, for example; Mi’kmaq vs. Aboriginal or First Nation.
Format: Microsoft word 20 pages double-spaced excluding references, 12 pt. standard font. 8.5” x 11” with standard margins. Papers should use either APA or Turabian (Chicago) style for citation. Students are encouraged to address any questions regarding the paper no later than March 28, 2017!
Due Date: Papers are to be submitted in both hard and e-copy no later than 5:00 pm on April 24, 2017. Late papers will be deducted 2 marks per day.
ART PROJECT: Students are expected to develop an art piece that communicates a relationship between art and health. This piece is a reflection of how the teachings and practices of this course has been experienced by you and has impacted your understanding of Aboriginal health, healing and health care. All forms of media are acceptable for the project and students are encouraged to be innovative and creative when designing their piece. This can be in any fine art or multi-media form. Students will provide a two-page synopsis of what the art piece is trying to communicate and the context from which it was framed. (Students are welcome to access materials at the ASHS student space for their projects). The art projects will be presented during our last class. Due March 24, 2017.
Suggested reading: Art and Health
Muirhead, Alice & de Leeuw, Sarah. (2012). Art and wellness: the importance of art for
Aboriginal peoples’ health and healing. National Collaborating Centre for Aboriginal Health. Prince George, BC. NCCAH. Retrieved December 1, 2015 from wellness_EN_web.pdf
Guest Speaker: Chris Andersen, PhD, Interim Dean, Faculty of Native Studies, University of Alberta
Session 10: March 24, 2016
Health and Well-Being: Interactive Elders Session
Guest Speakers: ASHS Elders in Residence
READING ASSIGNMENT PART 1: FOUNDATIONAL KNOWLEDGE.
Battiste, Marie., & Henderson, James Sa’ke’j Youngblood. (2012). Oppression and the
Health of Indigenous Peoples. In Elizabeth A. McGibbon (Ed.), Oppression: A Social Determinant of Health (pp. 89-96). Halifax. NS. Fernwoood Publishing.
Deloria, Vine Jr. (1997). Red Earth White Lies. (pp. 22-45). Golden, BC: Fulcrum
Durie, Mason, (2004). Understanding Health and Illness: research at the interface
between science and Indigenous knowledge. International Journal of Epidemiology. 33. 1138‐1143.
Hall, Stuart. (2006). The West and the Rest: Discourse and Power. In Roger C.A. Maaka &
Chris Andersen (Eds.), The Indigenous Experience: Global Perspectives. (pp. 165-173). Toronto, ON. Canadian Scholars Press Inc.
Little Bear, Leroy. (2000). Jagged Worldviews Colliding. In Marie Battiste (Ed).
Reclaiming Indigenous Voice and Vision. (pp.77‐85). Vancouver, BC. UBC Press,
Marshall, Murdena., Marshall, Albert and Cheryl Bartlett. (2015). Two-Eyed Seeing in
Medicine. In Greenwood et al (eds.) Determinants of Indigenous Peoples’ Health in Canada: Beyond the Social. (pp. 16-24). Toronto, ON. Canadian Scholars Press Inc.
Smith, Linda Tuhiwai, (2006). Colonizing Knowledges. In Roger C.A. Maaka &
Chris Anderson (eds.), The Indigenous Experience: Global Perspectives. (pp. 91-108). Toronto, ON. Canadian Scholars Press Inc.
TallBear, Kim. (2013). Indigenous and Genetic Governance and Knowledge in Native
American DNA: Tribal Belonging and the False Promise of Genetic Science. (pp. 177-204) Minneapolis, MN. University of Minnesota Press.
Truth and Reconciliation Commission of Canada. (2015) Truth and Reconciliation
Commission of Canada: Calls to Action. Winnipeg, MB. http://www.trc.ca/websites/trcinstitution/index.php?p=893
---- (2015). Truth and Reconciliation Commission of Canada: What we have Learned: Principles of Truth and Reconciliation. Winnipeg, MB. http://www.trc.ca/websites/trcinstitution/index.php?p=893
READING ASSIGNMENT PART II:
Session 1:Physician Perspective on the Social Determinants of Health and Cultural Competency and Safety
Coke, Sarah & A. Kuper, L. Richardson, A. Cameron (2016) Northern Perspective on Medical Elective Tourism: a qualitative study. CMAJ Open 4 (2). E277-283
Guerra, Olivia & Donna Kurtz (2016) Building Collaboration: A Scoping Review of Cultural Competency
and Safety Education and Training for Healthcare Students and Professionals in Canada. , Teaching and Learning in Medicine, DOI: 10.1080/10401334.2016.1234960
Reading, Charlotte. (2015) Structural Determinants of Aboriginal Peoples’ Health. In
Greenwood, Margot et al (eds.) Determinants of Indigenous Peoples’ Health in Canada: Beyond the Social. (pp. 3-15). Toronto, ON. Canadian Scholars Press Inc.
Session 2: Indigenous Health Policy, Research and Ethics
Allan, B & Smylie J. (2015). First Peoples, Second Class Treatment: The role of racism in the
health and well-being of Indigenous Peoples in Canada. Toronto, ON: the Wellesley Institute. http://www.wellesleyinstitute.com/wp-content/uploads/2015/02/Summary-First-Peoples-Second-Class-Treatment-Final.pdf
CIHR/NSERC/SSHRC.(2010). Chapter 9. Research Involving the First Nations, Inuit and
Metis Peoples of Canada. In Tri-‐council Policy Statement: Ethical Conduct for Research Involving Humans. TCPS2. Canadian Institutes of Health Research, Natural Sciences and Engineering Research Council of Canada, and Social Sciences and Humanities Research Council of Canada. Retrieved from: http://www.pre.ethics.gc.ca
Hunt, S. (2015). Review of Core Competencies for Public Health: An Aboriginal Public
Health Perspective. Prince George, BC: National Collaborating. Centre for Aboriginal Health. Retrieved from http://www.nccah-ccnsa.ca
Session 3: Traditional Approaches to Health & Healing and Working with the UN and UNDRIP
Robbins, Julian A., & Dewar, Jonathan. (2011). Traditional Indigenous Approaches to Healing and the Modern Welfare of Traditional Knowledge, Spirituality and Lands: A Critical Reflection on Practices and Policies taken from the Canadian Indigenous example. The International Indigenous Policy Journal. 2(4). Article 2.
Steinhauer, Diana and James Lamouche (2015). Miyo-pimatisiwin “A Good Path”:
Indigenous Knowledges, Languages, and Traditions in Education and Health. In Greenwood, Margot. et al (eds.) Determinants of Indigenous Peoples’ Health in Canada: Beyond the Social. Toronto, ON. Canadian Scholars Press Inc. (pp.152-162).
United Nations. (2008) United Nations Declaration on the Rights of Indigenous Peoples.
for Aboriginal People in Urban health care. Part 2. The Value of Cultural competency and safety (pp 19-61). Health Council of Canada. Retrieved December 1, 2015 from: http://www.healthcouncilcanada.ca/rpt_det_gen.php?id=437&rf=2
Place, Jessica. (2012). The Health of Aboriginal Peoples Residing in Urban Areas.
National Collaborating Centre for Aboriginal Health. (pp. 1-‐36). Retrieved December 1, 2015 from: http://www.nccah-‐ccnsa.ca/Publications/Lists/Publications/ Attachments /53/Urban_Aboriginal_Health_EN_web.pdf
Session 5: Indigenous Knowledge, Health, Resiliency and HIV
Nowegesic, Earl. (2010) Addressing HIV/AIDS among Aboriginal People using a Health Status, Health
Determinants and Health Care Framework: A Literature Review and Conceptual Analysis. Canadian Journal of Aboriginal Community-based HIV/AIDS Research. Volume 3. Winter 2010. (pp. 35-46).
Shea, Beverly & Clive Aspin et al (2011) HIV Diagnoses in Indigenous Peoples: comparison of Australia,
Canada and New Zealand. International Health. 3. (pp. 193-198)
Wilson, Ciann. Vanessa Oliver, et al (2016) “Culture as HIV Prevention” Gateways: International Journal
of Community Research and Engagement. Volume 9. No. 1., (pp. 74-88).
Session 6: Aboriginal Childrens' Hurt and Healing Initiative
Latimer, M., Finley, G.A., Rudderham, S., Inglis, S., Francis, J., Young, S., & Hutt-MacLeod, D.
(2014). “Expression of pain in Mi’kmaq children from one Atlantic Canadian community: A qualitative study” Canadian Medical Association Journal Open 2(3): E133-E138
Latimer, M., Simandl, D., Finley, A., Rudderham, S., Harman, K., Young, S., MacLeod, E., Hutt-MacLeod,
D., & Francis, J. (2014). Understanding the impact of the pain experience on Aboriginal children’s wellbeing: Viewing through a Two-Eyed Seeing lens”. First Peoples Child and Family Review 9(1): 22-37.
Session 7: Six Nations Family Health Team- site visit
Malloch, Lesley. (2009). Indian Medicine, Indian Health. In Patricia A. Monture & McGuire Patricia D. (Eds). First Voices and Aboriginal Women’s Reader. (pp. 466-479). Toronto, ON: Inanna Publications and Education Inc.
kaskitamasowin miyw-ayawin, Achieved Health and Wellness: Shifting the Paradigm. In Greenwood, Margot. et al (eds.) Determinants of Indigenous Peoples’ Health in Canada: Beyond the Social. Toronto, ON. Canadian Scholars Press Inc. (pp.143-151).
Wieman, Cornelia. (2009). Six Nations Mental Health Services: A Model of Care of Aboriginal Communities. In Laurence J. Kirmayer & Gail Guthrie Valaskakis (Eds). Healing Traditions: The Mental Health of Aboriginal Peoples in Canada. (pp. 401-418). Vancouver, BC: UBC Press.
Session 8: Inuit Qaujimajatuqangit Knowledge, Health and the Environment
Gabel, Chelsea & J. Pace., C. Ryan (2016) Using Photovoice to Understand intergenerational Influences
on Health and Well-being in a Southern Labrador Inuit Community. International Journal of Indigenous Health Volume 11. Issue 1. (pp. 75-91).
Tagalik, Shirley. (2015) Inuit Knowledge Systems, Elders, and Determinants of Health:
harmony, balance, and the role of holistic thinking. In Greenwood et al (eds.) Determinants of Indigenous Peoples’ Health in Canada: Beyond the Social. (pp.25-32) Toronto, ON. Canadian Scholars Press Inc.
Session 9: Métis Health, Population Data and Statistics
Walters, Maggie & Anderson, Chris. (2013). Indigenous Statistics: A Quantitative
Research Methodology (pp. 111-136). Walnut Creek, CA. Left Coast Press.
Anderson, Chris. (2016) “The Colonialism of Canada’s Metis Health Population Dynamics:
Caught between bad data and no data at all” Journal of Population Research. March. Volume 33. Issue 1. (pp. 67-82)
Session 10: Elders Closing Activity.
Attendance is a critical component of the experience. Participants are expected to attend all formal sessions. Reinforcing that message would require a deduction from your overall attendance for any session missed without a McMaster Student Absence Form (MSAF)-no exception.
McMaster Student Accessibility Services
You are expected to exhibit honesty and use ethical behaviour in all aspects of the learning process. Academic credentials you earn are rooted in principles of honesty and academic integrity.
Academic dishonesty is to knowingly act or fail to act in a way that results or could result in unearned academic credit or advantage. This behaviour can result in serious consequences, e.g. the grade of zero on an assignment, loss of credit with a notation on the transcript (notation reads: “Grade of F assigned for academic dishonesty”), and/or suspension or expulsion from the university.
It is your responsibility to understand what constitutes academic dishonesty. For information on the various types of academic dishonesty please refer to the Academic Integrity Policy.
The following illustrates only three forms of academic dishonesty: 1. Plagiarism e.g. the submission of work that is not one’s own or for which other credit has been obtained. 2. Improper collaboration in group work. And 3. Copying or using unauthorized aids in tests and examinations.
Academic Accommodation for Religious, Indigenous and Spiritual Observances
Academic Accommodation for Students with Disabilities
Students who require academic accommodation must contact Student Accessibility Services (SAS) to make arrangements with the Program Coordinator. Academic accommodation must be arranged for each term of study. Student Accessibility Service Can be contact by phone 905-525-9140 ext. 28652 or e-mail email@example.com for further information, consult McMaster University’s policy for Academic Accommodation for Students with Disabilities.
Instructor Accessibility: For increased flexibility I do not have set office hours but use by appointment with a reasonable time between request for meeting and meeting day/time. Email and telephone communications will occur within business hours with up to a 48-hour response time; please plan accordingly.
Access to the ASHS Student Resource Centre/Space: ASHS located at HSC 2A1E is open between 9-5 Monday through Friday.