Self-inflicted. Deliberate. Death-intentioned. A critical policy analysis of UK suicide prevention policies 2009-2019

Purpose With encouragement from the World Health Organisation, national suicide prevention policies have come to be regarded as an essential component of the global effort to reduce suicide. However, despite their global significance, the construction, conceptualisation and proposed provisions offered in suicide prevention policies have, to date, been under researched; this study aims to address this gap. Design/methodology/approach we critically analysed eight contemporary UK suicide prevention policy documents in use in all four nations of the UK between 2009 and 2019, using Bacchi and Goodwin’s post-structural critical policy analysis. Findings The authors argue that across this sample of suicide prevention policies, suicide is constructed as self-inflicted, deliberate and death-intentioned. Consequently, these supposedly neutral definitions of suicide have some significant and problematic effects, often individualising, pathologising and depoliticising suicide in ways that dislocate suicides from the emotional worlds in which they occur. Accordingly, although suicide prevention policies have the potential to think beyond the boundaries of clinical practice, and consider suicide prevention more holistically, the policies in this sample take a relatively narrow focus, often reducing suicide to a single momentary act and centring death prevention at the expense of considering ways to make individual lives more liveable. Originality/value UK suicide prevention policies have not been subject to critical analysis; to the best of the authors’ knowledge, this study represents the first attempt to examine the way in which suicide is constructed in UK suicide prevention policy documents.

An Intersectionality-Based Policy Analysis Examining the Complexities of Access to Wild Game and Fish for Urban Indigenous Women in Northwestern Ontario

The destruction of Indigenous food systems is a direct consequence of the settler-colonial project within Canada and has led to decreasing access to Indigenous foods, disproportionate rates of food insecurity and disconnection from Indigenous food systems and environments. We interviewed Indigenous women, non-Indigenous staff of Indigenous-serving organizations, and policymakers (i.e., those who develop, interpret, or implement wild food policy) to explore how the policy context has impacted Indigenous women and their communities’ experiences of accessing Indigenous foods in urban northwestern Ontario. We applied an Intersectionality-Based Policy Analysis (IBPA) Framework to shape our research questions and guide the thematic analysis of the data. We found that stakeholder groups had differing understandings of the issue of accessing wild foods and Indigenous food security and their actions either supported or disrupted efforts for access to wild food to promote food security or Indigenous Food Sovereignty. Policymakers cited necessary barriers to promote food safety and support conservation of wildlife. Staff of Indigenous-serving organizations approached the issue with consideration of both Western and Indigenous worldviews, while Indigenous women spoke about the ongoing impacts of colonial policy and government control over their lands and territories. The main policy areas discussed included residential school policy, food regulation, and natural resource regulation. We also investigated community-level strategies for improvement, such as a wild game license. Throughout, we tied the colonial control over ‘wildlife’ and the Western food safety discourse, with infringements on Indigenous Food Sovereignty, experiences of racism in food settings and on the land, as well as with broad control over Indigenous sovereignty in Ontario. This work contributes to an increased understanding of how Western discourses about health, food, and the environment are perpetuated through systemic racism in government policy and reiterated through policymakers' views and interpretations or actions. Government institutions must develop culturally safe partnerships with Indigenous leaders and organizations to facilitate a transfer of power that can support Indigenous Food Sovereignty.

Disrupting Aotearoa New Zealand’s Curricular Consensus: From ‘World-Leading’ Curriculum to Curriculum Refresh 2007–2021

This article seeks to explain how Aotearoa New Zealand moved from a consensus that the New Zealand Curriculum (NZC) should grant a high degree of autonomy to teachers, to an emerging view that it ought to be more prescriptive about content. To do this, it takes an assemblage approach to policy analysis, understanding policies as constantly evolving ‘bundles’ of divergent components temporarily woven together. The article first explores the complex intermingling of Third Way priorities, knowledge economy discourses, educational progressivism and narratives of ‘harmonious’ biculturalism which constitute the 2007 NZC. It then explores the sustained critique of the NZC from the 2015 parliamentary petition calling for compulsory teaching of the New Zealand Wars, up to the government’s 2021 ‘curriculum refresh’ announcement. It is argued that this ‘refresh’ moves to reassemble the NZC so that it accommodates a series of demands made of it in recent years, including demands the curriculum take a more active role in redressing the impact of colonisation, and demands from both business-aligned groups and academics that the curriculum become more ‘knowledge-led’.

Policy Analysis and Crafting to Empower Authentic Indigenous Learning Experiences in the Pacific Higher Education Landscape

This chapter examines the context of higher education in the Pacific. A brief explanation of the role of colonialism in the formation of institutions of higher education in the region is followed by discussions of policies and practices that empower local dissemination and production of knowledge by and amongst faculty, students, and the communities which they serve. The author concludes that a balance between advancing knowledge in a way that is respectful to academic traditions and cultural traditions in the Pacific can be achieved by harnessing the best values and qualities in common between those traditions.