Indigenizing Academia: Student Reflections on Aboriginal Health Research in Canada
Notice bibliographique
Résumé
AbstractIn June 2000, the Canadian Institutes of Health Research (CIHR) introduced thirteen new areas for health research, including the Institute of Aboriginal Peoples' Health (IAPH). Fourteen years later, four students involved with Aboriginal health research reflect on their graduate experiences with this CIHR initiative.ResumeEn juin de l'an 2000, les Instituts de Recherche en sante du Canada (IRSC) creerent treize nouveaux domaines de recherche en sante, y compris l'Institut de la sante des Autochtones (ISA). Douze and plus tard, quatre etudiants meles a des recherches sur la sante des autochtones revoient leurs experiences d'etudiants aux cycles superieurs touches par cettte initiative de l'IRSC.IntroductionIn June 2000, the Canadian Institutes of Health Research (CIHR) introduced thirteen new areas for health research, including the Institute of Aboriginal Peoples' Health (IAPH). The mandate of this institute included the advancement of a national Aboriginal health research agenda through innovative research projects focusing on community collaboration for change.Out of this IAPH initiative, the Aboriginal Capacity and Developmental Research Environments (ACADRE) centers were created, later becoming the Network Environments for Aboriginal Health Research (NEAHR) centers in 2007. The nine NEAHR centers across the country served to build capacity in Aboriginal health research by developing human resources and supportive environments for community research projects, graduate researchers, and other academic initiatives (CIHR 2011).Indigenizing Graduate EducationThe Aboriginal health initiatives made available through the NEAHR program offered opportunities for funding, research involvement, mentorship, and community and student gatherings. These activities marked a significant departure from the environments we were accustomed to in Western academia. The environment modeled for most graduate students in Canada is one based on a few simple tenants, including the infamous law of publish or perish, as well as academic competition among colleagues. The social order within these Western institutions is based on a hierarchy of authority and prestige, with grant money and publications as currency. Often relationships between students and their supervisors are impersonal and lack a degree of emotional safety required for authentic mentorship that encourages student development, both personally and professionally.Still, this academic model of does not resonate with all students and instructors across all disciplines, communities and cultures. For instance, students and instructors who conceptualize career from an Aboriginal paradigm have a competing set of core values based on an acceptance of diversity in both thought and skill. These individuals value respect, humility, honesty and truth, as well as a sense of collectivity among peers. It is not difficult to see how many students, especially Aboriginal students, can feel out of place in traditional academic settings where a sense of community is lacking, as noted in recent research findings in the area of educational psychology (Stewart 2009).Fortunately, the NEAHR coordinators across Canada worked diligently to ensure that events such as the annual graduate student gathering and other regional conferences followed a new model of academic sharing. Interactions among students and researchers were built upon respect, partnership, and mutual benefit, fostering a sense of belonging and support for both Aboriginal and non-Aboriginal students. These meetings also brought together students across various health disciplines. This type of interdisciplinary collaboration marked another innovative practice embedded in the IAPH-NEAHR vision.These authors attended one such IAHP gathering: the 2008 Summer Research Institute in Halifax, Nova Scotia, held by the Atlantic Aboriginal Health Research Program (AAHRP), one of the NEAHR centers. …
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Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,011 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,003 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
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