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The First Steps on the Journey towards Curriculum Reconciliation in Science, Medicine and Health Education

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Title: The First Steps on the Journey towards Curriculum Reconciliation in Science, Medicine and Health Education
Language: English
Authors: Fildes, Karen J., Beck, Eleanor, Bur, Tatiana, Burns, Pippa (ORCID 0000-0001-7446-8691), Chisholm, Laurie A., Dillon, Carolyn T. (ORCID 0000-0002-8293-8849), Kuit, Tracey A., McMahon, Anne T., Neale, Elizabeth P. (ORCID 0000-0002-6373-8622), Paton-Walsh, Clare, Powell, Sophie, Skropeta, Danielle (ORCID 0000-0002-2293-7916), Stefoska-Needham, Anita (ORCID 0000-0001-7114-1634), Tomlin, Alison, Treweek, Teresa M. (ORCID 0000-0003-3766-2529), Walton, Karen, Kennedy, Jade
Source: Higher Education Research and Development. 2021 40(1):194-206.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2021
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Indigenous Knowledge, Relevance (Education), Science Education, Medical Education, Health Education, Indigenous Populations, Culturally Relevant Education, Foreign Countries, Minority Group Students, College Students, College Curriculum, Curriculum Development
Geographic Terms: Australia
DOI: 10.1080/07294360.2020.1852393
ISSN: 0729-4360
Abstract: This article will describe an approach to curriculum reconciliation that aspires to be the first step towards recognising that Indigenous ways of knowing have equal value and status as the dominant institutional systems of knowledge. Specifically, curriculum reconciliation is considered in the context of building knowledge-based relationships between disciplinary knowledges and the relevant Indigenous knowledges in science, medicine and health. Approaches to cultural education in the tertiary sector will be explored and consideration will be given to the particular challenges inherent in science, medicine and health education for curriculum reconciliation. The constraints of academic systems, as evidenced in the literature, will be acknowledged with the aim to provide guidance for curriculum reconciliation in science, medicine and health education that endeavours to establish the intrinsic value of Aboriginal knowledge relative to Country, to be understood alongside, not as an alternative to, or in opposition to, 'Western' scientific and/or medical knowledge.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1280601
Database: ERIC
FullText Text:
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  Data: The First Steps on the Journey towards Curriculum Reconciliation in Science, Medicine and Health Education
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Fildes%2C+Karen+J%2E%22">Fildes, Karen J.</searchLink><br /><searchLink fieldCode="AR" term="%22Beck%2C+Eleanor%22">Beck, Eleanor</searchLink><br /><searchLink fieldCode="AR" term="%22Bur%2C+Tatiana%22">Bur, Tatiana</searchLink><br /><searchLink fieldCode="AR" term="%22Burns%2C+Pippa%22">Burns, Pippa</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7446-8691">0000-0001-7446-8691</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chisholm%2C+Laurie+A%2E%22">Chisholm, Laurie A.</searchLink><br /><searchLink fieldCode="AR" term="%22Dillon%2C+Carolyn+T%2E%22">Dillon, Carolyn T.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8293-8849">0000-0002-8293-8849</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kuit%2C+Tracey+A%2E%22">Kuit, Tracey A.</searchLink><br /><searchLink fieldCode="AR" term="%22McMahon%2C+Anne+T%2E%22">McMahon, Anne T.</searchLink><br /><searchLink fieldCode="AR" term="%22Neale%2C+Elizabeth+P%2E%22">Neale, Elizabeth P.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6373-8622">0000-0002-6373-8622</externalLink>)<br /><searchLink fieldCode="AR" term="%22Paton-Walsh%2C+Clare%22">Paton-Walsh, Clare</searchLink><br /><searchLink fieldCode="AR" term="%22Powell%2C+Sophie%22">Powell, Sophie</searchLink><br /><searchLink fieldCode="AR" term="%22Skropeta%2C+Danielle%22">Skropeta, Danielle</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2293-7916">0000-0002-2293-7916</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stefoska-Needham%2C+Anita%22">Stefoska-Needham, Anita</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7114-1634">0000-0001-7114-1634</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tomlin%2C+Alison%22">Tomlin, Alison</searchLink><br /><searchLink fieldCode="AR" term="%22Treweek%2C+Teresa+M%2E%22">Treweek, Teresa M.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3766-2529">0000-0003-3766-2529</externalLink>)<br /><searchLink fieldCode="AR" term="%22Walton%2C+Karen%22">Walton, Karen</searchLink><br /><searchLink fieldCode="AR" term="%22Kennedy%2C+Jade%22">Kennedy, Jade</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Higher+Education+Research+and+Development%22"><i>Higher Education Research and Development</i></searchLink>. 2021 40(1):194-206.
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  Label: Availability
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
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  Data: 13
– Name: DatePubCY
  Label: Publication Date
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  Data: 2021
– Name: TypeDocument
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  Data: Journal Articles<br />Reports - Descriptive
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Indigenous+Knowledge%22">Indigenous Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Relevance+%28Education%29%22">Relevance (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+Education%22">Medical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Education%22">Health Education</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+Populations%22">Indigenous Populations</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+Curriculum%22">College Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
– Name: DOI
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  Data: 10.1080/07294360.2020.1852393
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  Label: ISSN
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  Data: 0729-4360
– Name: Abstract
  Label: Abstract
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  Data: This article will describe an approach to curriculum reconciliation that aspires to be the first step towards recognising that Indigenous ways of knowing have equal value and status as the dominant institutional systems of knowledge. Specifically, curriculum reconciliation is considered in the context of building knowledge-based relationships between disciplinary knowledges and the relevant Indigenous knowledges in science, medicine and health. Approaches to cultural education in the tertiary sector will be explored and consideration will be given to the particular challenges inherent in science, medicine and health education for curriculum reconciliation. The constraints of academic systems, as evidenced in the literature, will be acknowledged with the aim to provide guidance for curriculum reconciliation in science, medicine and health education that endeavours to establish the intrinsic value of Aboriginal knowledge relative to Country, to be understood alongside, not as an alternative to, or in opposition to, 'Western' scientific and/or medical knowledge.
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  Data: As Provided
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  Label: Entry Date
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  Data: 2021
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  Label: Accession Number
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  Data: EJ1280601
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