Are We Teaching Nurses to Be Racist towards Aboriginal and Torres Strait Islander Peoples? A Critical Race Document Analysis of Discrete Aboriginal and Torres Strait Islander Health Courses
Abstract
:1. Introduction
2. Materials and Methods
2.1. Theoretical Background
- -
- Recognising the social embeddedness of racism
- -
- Asserting the social construction of race as a tool of oppressive segregation
- -
- Privileging of stories and counter-storytelling
- -
- Committing to social justice and praxis: incorporating activism.
2.2. Development of the RSAT
- Who wrote the learning objective?
- Is there avoidance of identifying with Aboriginal and Torres Strait Islander peoples and/or the racial experiences of Aboriginal and Torres Strait Islander peoples?
- Who is placed as inferior and superior in the social construction of ‘race’ within the learning objective?
- Is inequity explained by reference to any number of alternative factors rather than being attributable to a legacy of racism by those who belong to whiteness?
- Who wins and who loses based on the priorities in the learning objective?
- What will the likely effects of the learning objective be?
2.3. Validity of RSAT
2.4. Data Inclusion/Exclusion Criteria
2.5. Data Collection
2.6. Data Analysis
3. Results
3.1. Question 1: Who Wrote the Learning Objective?
3.2. Question 2: Is there Avoidance of Identifying with Aboriginal and Torres Strait Islander Peoples and/or the Racial Experiences of Aboriginal and Torres Strait Islander Peoples?
3.3. Who Is Placed as Inferior and Superior in the Social Construction of ‘Race’ within the Learning Objective?
‘Have an understanding of self: by examining your values, prejudices, cultural beliefs and behaviours that affect the delivery of culturally safe nursing and healthcare for First Nations peoples. Students will identify their own potential prejudices, attitudes, beliefs, stereotypes and behaviours that could affect their nursing practice when caring for First Nation Australians.’
3.4. Is Inequity Explained by Reference to Any Number of Alternative Factors rather Than Being Attributable to a Legacy of Racism by Those Who belong to Whiteness?
3.5. Question 5: Who Wins and Who Loses Based on the Priorities in the Learning Objective?
‘Critically evaluate how social and cultural factors shape the health beliefs, experiences and outcomes of Aboriginal and Torres Strait Islanders and other cultural groups’
‘Describe the context of health and wellbeing for Aboriginal and Torres Strait Islander peoples, including historical and current determinants of health, human rights, principles of social justice, transpersonal caring, primary health care needs utilising strength-based approaches, and policy considerations’
3.6. Question 6: What will the likely Effects of the Learning Objective Be?
4. Discussion
Limitations and Strengths
5. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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RSAT questions | n | % |
---|---|---|
Who wrote the learning objective? | ||
Aboriginal or Torres Strait Islander author | 0 | 0% |
Non-Aboriginal or Torres Strait Islander author | 0 | 0% |
Not Stated | 165 | 100% |
Is there avoidance of identifying with Aboriginal and Torres Strait Islander peoples and/or the racial experiences of Aboriginal and Torres Strait Islander peoples? | ||
Yes | 79 | 47.9% |
No | 61 | 37% |
N/A there is no identification of racial group either directly or indirectly | 25 | 15.2% |
Who is placed as inferior and superior in the social construction of ‘race’ within the learning objective? | ||
Non-Indigenous, placed as inferior | 8 | 4.8% |
Aboriginal and Torres Strait Islander peoples, placed as inferior | 132 | 80% |
N/A—there is no identification of racial group either directly or indirectly | 25 | 15.2% |
Is inequity explained by reference to any number of alternative factors rather than being attributable to a legacy of racism by those who belong to whiteness? | ||
Yes | 42 | 25.5% |
No | 48 | 29.1% |
N/A—where inequity is not explained either directly or indirectly | 75 | 45.5% |
Who wins and who loses based on the priorities in the learning objective? | ||
Upholds notions of white superiority and dominance | 67 | 40.6% |
Narratives of false neutrality | 93 | 56.4% |
Acknowledges Aboriginal and Torres Strait Islander peoples sovereignty | 5 | 3% |
What will the likely effects of the learning objective be? | ||
Oppressive segregation of Aboriginal and Torres Strait Islander peoples | 135 | 83% |
Towards anti-racist curriculum | 9 | 5.5% |
N/A—Learning objective is not applicable in questions 2–5 | 19 | 11.5% |
Themes | n |
---|---|
Aboriginal and Torres Strait Islander peoples (such as ‘cultural issues’ or the problematisation of ‘traditional aspects of life’) | 35 |
Colonisation: | |
Explicitly stated | 6 |
Not-explicitly stated | 19 |
Student personal values, beliefs, or attitudes | 10 |
Social determinants of health | 7 |
Communication barriers | 5 |
Racism | 4 |
Whiteness and/or white privilege | 3 |
Social injustice | 2 |
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Laccos-Barrett, K.; Brown, A.E.; Saunders, V.; Baldock, K.L.; West, R. Are We Teaching Nurses to Be Racist towards Aboriginal and Torres Strait Islander Peoples? A Critical Race Document Analysis of Discrete Aboriginal and Torres Strait Islander Health Courses. Int. J. Environ. Res. Public Health 2022, 19, 11455. https://doi.org/10.3390/ijerph191811455
Laccos-Barrett K, Brown AE, Saunders V, Baldock KL, West R. Are We Teaching Nurses to Be Racist towards Aboriginal and Torres Strait Islander Peoples? A Critical Race Document Analysis of Discrete Aboriginal and Torres Strait Islander Health Courses. International Journal of Environmental Research and Public Health. 2022; 19(18):11455. https://doi.org/10.3390/ijerph191811455
Chicago/Turabian StyleLaccos-Barrett, Keera, Angela Elisabeth Brown, Vicki Saunders, Katherine Lorraine Baldock, and Roianne West. 2022. "Are We Teaching Nurses to Be Racist towards Aboriginal and Torres Strait Islander Peoples? A Critical Race Document Analysis of Discrete Aboriginal and Torres Strait Islander Health Courses" International Journal of Environmental Research and Public Health 19, no. 18: 11455. https://doi.org/10.3390/ijerph191811455