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dc.contributor.authorMills, K
dc.contributor.authorCreedy, D
dc.date.accessioned2019-09-27T05:57:56Z
dc.date.available2019-09-27T05:57:56Z
dc.date.issued2019
dc.identifier.issn1326-0111
dc.identifier.doi10.1017/jie.2019.16
dc.identifier.urihttp://hdl.handle.net/10072/387871
dc.description.abstractTo improve healthcare practices and increase cultural safety when working with First Peoples, it is essential that students engage with challenging discourses that critically engage their social, political, personal, professional and historical positioning. Such engagement may provoke emotional responses in students. However, little is known about the nature of non-indigenous students' emotional engagement when learning First Peoples health content that integrates cultural safety principles. The pedagogy of discomfort is a process of self-examination that requires students to critically engage their ideological assumptions and may be useful in examining the emotional dimension that occurs when learning this content. Eighty-two non-indigenous health students gave permission for their critical reflective essays, submitted as an assessment requirement of a First Peoples health course to be analysed. Elements of the pedagogy of discomfort informed the analytical and theoretical framework. The emotional engagement by students was captured in the following overarching themes: Acknowledging preconceived ideas; Uncomfortable emotions; Fragile identities; Spectating and Witnessing. Findings highlight how students' emotional engagement may contribute to changes in perspective and frames of reference, transpiring to a 'call to action' that challenges systems of differential privilege. While many students expressed discomfort when learning about key cultural safety concepts, the extent of transformative potential varied.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherCambridge University Press
dc.publisher.placeUnited Kingdom
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto9
dc.relation.ispartofjournalAustralian Journal of Indigenous Education
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchSociology
dc.subject.fieldofresearchcode1303
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode1608
dc.titleThe 'Pedagogy of discomfort': A qualitative exploration of non-indigenous student learning in a First Peoples health course
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationMills, K; Creedy, D, The 'Pedagogy of discomfort': A qualitative exploration of non-indigenous student learning in a First Peoples health course, Australian Journal of Indigenous Education, 2019, pp. 1-9
dc.date.updated2019-09-27T03:23:27Z
gro.description.notepublicThis publication has been entered into Griffith Research Online as an Advanced Online Version
gro.hasfulltextNo Full Text
gro.griffith.authorCreedy, Debra K.
gro.griffith.authorMills, Kyly M.


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