TY - JOUR
T1 - Embedding Indigenous knowledges and voices in planetary health education
AU - Brand, Gabrielle
AU - Wise, Steve
AU - Bedi, Gitanjali
AU - Kickett, Rosalie
N1 - Funding Information:
We would like to first and foremost acknowledge Mother Earth. We acknowledge the People of the Noongar Whadjuk Boodja in Western Australia and the Wurundjeri and Bunurong Peoples of the Kulin Nations in Victoria as the Traditional Owners of the unceded lands on which we did this work. We also pay our respects to their Elders, past and current, and the Indigenous Elders of other communities around the world who might be reading this Personal View. We would also like to acknowledge the support of the Western Australian Health Promotion Foundation and Heathway for the initial exploratory research funding, and Christopher Etherton-Beer, Rhonda Clifford, Liza Seubert, and Carli Sheers (University of Western Australia, Perth, WA, Australia). We also thank James Bonnamy (Monash University, Melbourne, VIC, Australia) for reviewing the manuscript.
Publisher Copyright:
© 2023 The Author(s). Published by Elsevier Ltd. This is an Open Access article under the CC BY-NC-ND 4.0 license
PY - 2023/1
Y1 - 2023/1
N2 - Internationally, the health-care sector has been slower than many other sectors in reducing its carbon emissions and broader environmental footprint. Incrementally, tertiary education institutions are changing their focus to integrate environmental and social objectives, including planetary health, into teaching, research, and how the campus is operated. Planetary health and sustainable health-care are emerging topics in the education of health professionals. However, they have largely been limited to specific knowledge rooted in western epistemology with ad hoc curricula that do not consider the complex interdependence of ecosystems and human health. Because of the need to prepare the current and future health-care workforce for planetary consciousness and related practices, in this Personal View we provide an innovative case study that uses Indigenist health humanities (eg, narrative portraiture) and arts-based education strategies to offer a different way of seeing, knowing, and understanding planetary health. Embedding Indigenous knowledges and voices into planetary health education is an important first step in decolonising learning in health professional education.
AB - Internationally, the health-care sector has been slower than many other sectors in reducing its carbon emissions and broader environmental footprint. Incrementally, tertiary education institutions are changing their focus to integrate environmental and social objectives, including planetary health, into teaching, research, and how the campus is operated. Planetary health and sustainable health-care are emerging topics in the education of health professionals. However, they have largely been limited to specific knowledge rooted in western epistemology with ad hoc curricula that do not consider the complex interdependence of ecosystems and human health. Because of the need to prepare the current and future health-care workforce for planetary consciousness and related practices, in this Personal View we provide an innovative case study that uses Indigenist health humanities (eg, narrative portraiture) and arts-based education strategies to offer a different way of seeing, knowing, and understanding planetary health. Embedding Indigenous knowledges and voices into planetary health education is an important first step in decolonising learning in health professional education.
UR - http://www.scopus.com/inward/record.url?scp=85145870330&partnerID=8YFLogxK
U2 - 10.1016/S2542-5196(22)00308-4
DO - 10.1016/S2542-5196(22)00308-4
M3 - Review Article
C2 - 36608956
AN - SCOPUS:85145870330
SN - 2542-5196
VL - 7
SP - e97-e102
JO - The Lancet Planetary Health
JF - The Lancet Planetary Health
IS - 1
ER -
