View
218
Download
2
Tags:
Embed Size (px)
Citation preview
Race, Culture, Indigeneity &
The Politics of Public Health
Yin Paradies & Emma Kowal
Acknowledgement of Acknowledgement of CountryCountry
I would like to acknowledge the I would like to acknowledge the Wurundjeri people who are the Wurundjeri people who are the Traditional Custodians of this Land. I Traditional Custodians of this Land. I would also like to pay respect to the would also like to pay respect to the Elders both past and present of the Elders both past and present of the Kulin Nation and extend that respect to Kulin Nation and extend that respect to other Indigenous Australians present. other Indigenous Australians present. (Recommended by the Centre for Indigenous (Recommended by the Centre for Indigenous Education, University of Melbourne)Education, University of Melbourne)
House keeping
Emergency exits, toilets
Seating in small groups (nametags)
Tea/coffee & refreshments (arvo tea on the go)
Quotes posted around the room
The course was developed in Darwin and so examples tend to relate to the NT context
Powerpoint presentations will be uploaded to the website so you don’t need to copy these down
Aims of the course
Introduce key concepts from anthropology, social psychology, sociology and critical Indigenous studies to assist public health practitioners
Illustrate theories and debates using local public health texts, including: journal articles, videos, newspaper articles, web resources and policy documents
Enhance the ability of public health practitioners to critically analyse texts and apply social science theory to practical public health problems
Course Program
Monday 0900 – 1100Session 1: Introduction to key terms and
concepts
1100 – 1130: Morning tea
1130 – 1300Session 2: Whiteness and Racialisation
1300 - 1400: Lunch
1400 – 1630Session 3: Explaining health inequalities
Tuesday 0900 – 1015Session 4: Critiquing the burden of history
1015 - 1045: Morning tea
1045 – 1220Session 5: Indigenous health and the
paradigm shift
1220 – 1230Explanation of computer exercise
1230 – 1330: Lunch (incl. 15 min computer exercise)
1330 – 1600Session 6: White racial identity theory
Wednesday
0900 – 1030Session 7: ‘Culture’ in Indigenous health
1030-1100: Morning tea
1100 – 1200: Session 8: The culture of Indigenous health
1200 – 1215: Introduction to Session 9
1215 – 1345: Lunch
1345 – 1500Session 9: Approaches to Indigenous health
1500 – 1630Session 10: Reflecting on Indigenous health
Course objectivesSession 1: Understand the concepts of construction,
discourse and critique
Appreciate the various approaches to defining ‘race’
Session 2: Understand the concepts of Whiteness &
racialisation
Be able to critically analyse instances of racialisation and assess their impact on different social groups
Course objectivesSession 3: Appreciate the different reasons commonly
given for poor Indigenous health and understand the categories into which these reasons fall
Analyse the nature of health inequalities and appreciate the theoretical issues involved in discourses of inequality
Session 4: Understand the major elements in the history of
Indigenous health research Appreciate the similarities and differences
between past and present practices of Indigenous health research
Acknowledge that views of history are shaped by, and shape the attitudes of, those working in contemporary Indigenous public health
Course objectivesSession 5: Understand the major arguments for and
against the current Emergency Intervention in the Northern Territory
Be able to analyse the different arguments using theoretical terms and concepts
Session 6: Appreciate the variety of responses to perceived
racial and cultural difference
Understand White racial identity theory and be able to analyse its impact on Indigenous public health practice
Course objectivesSession 7: Appreciate the different ways that
‘culture’ is used in Indigenous public health
Understand the main cultural discourses utilised in public health texts and their impact on public health practice
Session 8: Appreciate the key themes and tensions
that are inherent to the practice of Indigenous public health
Course objectivesSession 9: Be able to formulate and present an
argument for one of the major perspectives on the causes of, and solutions to, Indigenous ill-health
Be able to articulate the similarities and differences between the major perspectives on Indigenous ill-health
Session 10:
Be able to reflect on the practice of Indigenous public health from a personal and professional perspective
Ground rules
Aimed at creating a safe space for honest consideration
of the complex and difficult issues in Indigenous health
There are no right or wrong ideas or expressions Raise your hand for clarification (there is no such
thing as a stupid question) Be respectful of and listen to what others have to
say before responding Critique ideas, don’t criticise people Emotional expressions and discussion of feelings
are encouraged (framed as ‘I’ statements) Please contribute as together you have more
knowledge and expertise than we have as presenters
QUESTIONS?
Session 1: Introduction to key terms and concepts
Different ways to understand reality
There is no definitive list and these categories are not mutually exclusive but…
Positivist – direct correspondence desirable : ‘objectivity’
Phenomenological – experience is the only knowable reality
Post/Structuralist – reality (including subjects) is an effect of shared meanings : ‘social construction’ , ‘relativism’
Constructivist – perception and reality co-construct each other : attempt to surpass dichotomy
“Perception” “Reality”
What do we mean by construction?
The result of a process by which reality is constituted within specific historical, social and cultural contexts
Thinking of X as constructed highlights that it need not have existed as it is or at all, that it could have been otherwise and is not inevitable examples: sexuality, manners, consumers, quarks, crime, grief, freedom
We are thus forced to consider why it is the way it is, how was meaning, reality and truth/falsity attributed to X as it is.
Being constructed and being real are not opposites!
How is knowledge constructed?
Example of gender/sex Modernity constructs sex as biological
and dichotomous – produced through actions historically (dissection) and from birth (ambiguous genitalia is a medical emergency)
Feminists decoupled sex from gender in order to designate gender as a social construction (affirmative action) – gender constructed as a construction
There is now a resurgence of sex-differentials in science – no one construction is predominating
How is knowledge about Indigenous health
constructed?
The key question of this course!
A form of written or spoken interaction
Language, signs, music (“texts”) and the social context of their use – how meaning is created
Way of constituting knowledge, together with the social practices, forms of subjectivity and power relations which inhere in such knowledges and relations between them (Foucault)
Discourse
Discourse What makes up discourse about
Indigenous health? System of knowledge – e.g. epidemiology
Tools of producing knowledge – e.g. surveys
Circulation of knowledge – media, academic journals
Subjectivities – of Indigenous people as suffering from disease, of non-Indigenous people as caring about Indigenous ill-health
Politics –the norms, beliefs and influences involved in making decisions or establishing social relationships (e.g. sexual politics)
Critique This course asks you to critique
constructions of Indigenous health and ill-health E.g. “Indigenous ill-health is due to the
erosion of culture” E.g. “Indigenous health should be in
Indigenous hands”
What is the discourse in which these statements make sense? (‘traditional culture’; transnational Indigenism)
Critique vs. criticism – no value/truth judgments, & if they exist, they should also be critiqued
The aim is to understand better the limits and opportunities inherent in the way we currently construct Indigenous health, and possibilities (or lack thereof) for constructing it differently
To Critique is to analyse and explain rather than evaluate or prescribe
Critique
QUESTIONS?
Identity exercise
Definitions of race
There are many ways to think about group identity
Race is an important way that the group identity of Indigenous people is constructed
We will consider three definitions of race
Critique these definitions and compare and contrast the way in which they construct ‘race’
Definitions of Race What are the different aspects of
these definitions? Genes Geography Lifestyle/cultural patterns/language History Ancestry Phenotype
What could be the social effects of adopting each of these different definitions?
Further critique
Social vs. biological
Self-identified vs. ascribed
What aspects of group identity does ‘culture’ draw on?
What aspects does ‘Indigeneity’ draw on? Commonwealth working definition Common-sense definition