The first steps on the journey towards curriculum reconciliation in science, medicine and health education

Karen J. Fildes; Eleanor Beck; Tatiana Bur; Pippa Burns; Laurie A. Chisholm; Carolyn T. Dillon; Tracey A. Kuit; Anne T. McMahon; Elizabeth P. Neale; Clare Paton-Walsh; Sophie Powell; Danielle Skropeta; Anita Stefoska-Needham; Alison Tomlin; Teresa M. Treweek; Karen Walton; Jade Kennedy

doi:10.1080/07294360.2020.1852393

The first steps on the journey towards curriculum reconciliation in science, medicine and health education

Karen J. Fildes^*, Eleanor Beck, Tatiana Bur, Pippa Burns, Laurie A. Chisholm, Carolyn T. Dillon, Tracey A. Kuit, Anne T. McMahon, Elizabeth P. Neale, Clare Paton-Walsh, Sophie Powell, Danielle Skropeta, Anita Stefoska-Needham, Alison Tomlin, Teresa M. Treweek, Karen Walton, Jade Kennedy

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

11 Citations (Scopus)

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.

Original language	English
Pages (from-to)	194-206
Number of pages	13
Journal	Higher Education Research and Development
Volume	40
Issue number	1
DOIs	https://doi.org/10.1080/07294360.2020.1852393
Publication status	Published - 2021
Externally published	Yes

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Fildes, K. J., Beck, E., Bur, T., Burns, P., Chisholm, L. A., Dillon, C. T., Kuit, T. A., McMahon, A. T., Neale, E. P., Paton-Walsh, C., Powell, S., Skropeta, D., Stefoska-Needham, A., Tomlin, A., Treweek, T. M., Walton, K., & Kennedy, J. (2021). The first steps on the journey towards curriculum reconciliation in science, medicine and health education. Higher Education Research and Development, 40(1), 194-206. https://doi.org/10.1080/07294360.2020.1852393

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title = "The first steps on the journey towards curriculum reconciliation in science, medicine and health education",

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, {\textquoteleft}Western{\textquoteright} scientific and/or medical knowledge.",

keywords = "Community engagement, Indigenous education, professional development, reflective practice, student learning",

author = "Fildes, {Karen J.} and Eleanor Beck and Tatiana Bur and Pippa Burns and Chisholm, {Laurie A.} and Dillon, {Carolyn T.} and Kuit, {Tracey A.} and McMahon, {Anne T.} and Neale, {Elizabeth P.} and Clare Paton-Walsh and Sophie Powell and Danielle Skropeta and Anita Stefoska-Needham and Alison Tomlin and Treweek, {Teresa M.} and Karen Walton and Jade Kennedy",

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doi = "10.1080/07294360.2020.1852393",

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Fildes, KJ, Beck, E, Bur, T, Burns, P, Chisholm, LA, Dillon, CT, Kuit, TA, McMahon, AT, Neale, EP, Paton-Walsh, C, Powell, S, Skropeta, D, Stefoska-Needham, A, Tomlin, A, Treweek, TM, Walton, K & Kennedy, J 2021, 'The first steps on the journey towards curriculum reconciliation in science, medicine and health education', Higher Education Research and Development, vol. 40, no. 1, pp. 194-206. https://doi.org/10.1080/07294360.2020.1852393

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AU - Kuit, Tracey A.

AU - McMahon, Anne T.

AU - Neale, Elizabeth P.

AU - Paton-Walsh, Clare

AU - Powell, Sophie

AU - Skropeta, Danielle

AU - Stefoska-Needham, Anita

AU - Tomlin, Alison

AU - Treweek, Teresa M.

AU - Walton, Karen

AU - Kennedy, Jade

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The first steps on the journey towards curriculum reconciliation in science, medicine and health education

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