RE: 'Colonial histories, racism and health—The experience of Māori and Indigenous peoples'

Public Health ◽  
2020 ◽  
Vol 182 ◽  
pp. 80
Author(s):  
H. Sheikh
2022 ◽  
pp. 1-16
Author(s):  
Kevin Lujan Lee ◽  
Ngoc T. Phan

Higher education should be an institution of decolonization––one centered on the repatriation of land and ocean to Indigenous peoples. Quantitative methods are used to perpetuate the historical and ongoing processes of Indigenous dispossession. However, quantitative methods courses often fail to reckon with these colonial histories and are taught in ways that are inaccessible for Indigenous students. Drawing from the first author's experiences as a professor of political science in Hawai‘i, this chapter proposes three classroom-level interventions that educators can pursue to make quantitative methods relatable and empowering for Indigenous students: (1) designing lectures to center the experiences of Indigenous students, (2) designing assignments that invite Indigenous students to interrogate the settler-colonial and neocolonial structures perpetuating Indigenous dispossession, and (3) maintaining university-community partnerships that provide Indigenous students with opportunities to use quantitative methods to support Indigenous sovereignty movements.


2021 ◽  
Vol 12 (2) ◽  
pp. 95-105
Author(s):  
Ashley Campbell-Ghazinour

In this illustrated article, I begin with a question: Do rocks talk? The life, movement and migration of stories – and rocks, as the oldest living beings, have witnessed these histories and transformations (Donald, 2009; Tinker, 2004). This article explores the changing landscapes and stories of our lives, and the places where we live and dwell. It unravels discourses seeped in colonial histories, while recognizing our responsibilities as newcomers and settlers to these places and Indigenous peoples. This métissage of stories speaks to the meaning of places within our lives – and what we can learn from these places, when and if, we are willing to listen. And rocks, as the oldest living beings, always remember.


Public Health ◽  
2019 ◽  
Vol 172 ◽  
pp. 119-124 ◽  
Author(s):  
P. Reid ◽  
D. Cormack ◽  
S.-J. Paine

2021 ◽  
pp. 479-488
Author(s):  
Papaarangi Reid ◽  
Donna Cormack ◽  
Sarah-Jane Paine ◽  
Rhys Jones ◽  
Elana Curtis ◽  
...  

In this chapter, the health needs and rights of Indigenous peoples are discussed. This discussion covers current challenges beginning with how indigeneity is defined. Within this context, current data on Indigenous health are described with a critique of how Indigenous health is framed. In an attempt to make sense of global patterns of the health of Indigenous peoples, these data are contextualized within our colonial histories, the legacies of historical and intergenerational trauma, differential access to and through health and social services, differential quality of services received by Indigenous peoples, and the under-representation of Indigenous peoples in the health workforce. The latter part of the chapter outlines important considerations for progress towards health equity for Indigenous peoples, especially the foundational right to self-determination and what this means for Indigenous health, from health services, to interventions, research, and Indigenous knowledge. As the world faces significant new health challenges, Indigenous knowledges and ways of being may offer important insights into managing these challenges.


Author(s):  
Miranda Johnson

Abstract When the United Nations General Assembly passed the Declaration on the Rights of Indigenous Peoples in 2007, it introduced into the international legal lexicon a new dimension to the concept of self-determination. The declaration emphasizes indigenous peoples’ distinctive rights to land, culture, language, and collective identity. It does not propose political independence or sovereign statehood, instead insisting on indigenous peoples’ equal rights of citizenship within existing nation-states. The distinct dimension of self-determination that the declaration introduces is one that speaks of indigenous peoples’ particular colonial histories of dispossession and the restoration of their rights and identities in the present, but without disrupting the political continuity of the states that surround them. It is reparative rather than revolutionary. In this article, I examine the construction and contestation of an indigenous right to self-determination both in relation to earlier definitions, and among and between the peoples and states who drafted the declaration.


Author(s):  
Bridget Cauthery ◽  
Shawn Newman

As part of efforts across Canada to address and reconcile the nation-state’s violent colonial histories, the Royal Winnipeg Ballet (RWB) premiered Mark Godden’s newest work, Going Home Star: Truth and Reconciliation, in 2014. The work narrates one element of settler colonialism in Canada: the Indian Residential School System. With no Indigenous dancers in the company, and few Indigenous people involved in the production overall, the project has received criticism as yet another non-Indigenous endeavor speaking for Indigenous peoples. In this chapter, we approach Going Home Star in ways that question the appropriateness of contemporary ballet as a medium for negotiating contemporaneous reconciliation between Indigenous and settler peoples in Canada and its checkered history of Indigenous representation.


2019 ◽  
Vol 10 (1) ◽  
pp. 95-118
Author(s):  
Elizabeth Fast ◽  
Marie-Ève Drouin-Gagné

This article considers the importance of widespread teaching of colonial histories to future generations of students. The Truth and Reconciliation Commission of Canada’s 2015 report, Calls to Action, asserts that the lack of historical knowledge among most Canadians has serious consequences for Indigenous peoples, and for Canada as a whole. Using the Responses to Interpersonal Violence framework, this paper explores the capacity of educators to teach colonial histories in a way that indicates supportive social responses and a recognition of the ongoing colonial violence lived by Indigenous peoples in Canada. It also makes recommendations on core principles of teaching colonial histories to Indigenous and non-Indigenous students in a responsible way that respects the intentions of the Truth and Reconciliation Commission.


2019 ◽  
Vol 60 (4) ◽  
pp. 265-280
Author(s):  
Jeffrey Ansloos ◽  
Suzanne Stewart ◽  
Karlee Fellner ◽  
Alanaise Goodwill ◽  
Holly Graham ◽  
...  

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