Aboriginal Health Elective GLB HTH 715 Winter 2015 Time: Friday 1:00-‐3:00 Instructor: Danielle Soucy Location: MDCL 2232 & Site Visits Office: HSC 3H46-‐B Video Conference-‐Niagara: TBC / Waterloo: TBC Email: [email protected] Assignments: Use Turnitin for assignments Phone: x22824 Turnitin class Id: 9143965; password: ASHS2015 Office Hours: by appointment PURPOSE: Students will be provided with a survey of Aboriginal health in Canada providing an opportunity for an increased breadth of knowledge. This elective will impart both a broad understanding of Aboriginal Peoples and their health status, practice, care, delivery and a narrow focus in varying degrees of health priorities and needs in its shape and mix amongst and between First Nations, Inuit and Métis. This course challenges students to be critical of western discourse, privilege and power and affords students the opportunity to be self-‐reflective of their own views regarding Aboriginal health. GENERAL OBJECTIVES: The Aboriginal Health Elective, through a series of 10 two-‐hour sessions, provides students with knowledge and skills related to health care practice and policy from within Aboriginal contexts; enables students with tools for knowledge acquisition and critique outside of western pedagogy and put into practice concepts required to understand and manage health for and with Aboriginal Peoples; engage in culturally competent and safe practice through knowledge development; and, the ability to identify areas of need specific to Aboriginal Peoples health. EVALUATION: Attendance: 10% (Includes site visits)*** Briefing Note: 20% Policy Paper: 40% Special Project: 30% Briefing Notes (BN): Students are provided with a template for drafting a BN. (A BN contains four key areas: Background, Issue, Implications and Recommendations. You are expected to draft this BN to address one of the topic areas presented in the course from within Aboriginal contexts. Students can choose any topic from session outline. The Briefing Note is to be submitted in hard copy (in class/site) on February 13, 2015. Late assignments will be deducted 2% per day. Policy paper: Students will consolidate their learning through the process of writing a policy paper that is based on the BN previously submitted. The paper should build upon the recommendations put forth in the BN. This should be a move from the BN overview to 1 1 substantive discussions. Papers must reflect an analysis that encompasses the material presented over the course. • • • Criteria: The paper (min. 18 – max. 20 pages) should include an introduction; problem description; policy options; conclusion and recommendations. A minimum of 30 references is expected with no more than 10 coming from the course suggested readings. References should reflect the current canon on the topic area and include 5 new references from Indigenous scholarship. Refrain from using online resources such as wiki’s. Use Canadian spelling and capitalize proper names for nations of people. Please avoid using possessive phrases such as Canada‘s First Nations, but rather use First Nations in Canada. When possible use the name of the nation of the person or group you are writing about, for example; Mi’kmaq vs. Aboriginal or First Nation. Format: Microsoft word, minimum of 18 maximum of 20 pages, excluding references, 12 pt. standard font and double spaced 8.5” x 11” with standard 2.5” margins. Papers should use either APA or Turabian (Chicago) style for citation. Students are welcome to meet with the instructor to discuss their resources and outline prior to drafting the paper and are encouraged to visit the ASHS library. Due Date: Papers are to be submitted in both hard and e-‐copy formats (Turnitin) no later than 5:00 pm on April 17, 2015. Late papers will be deducted 2% per day. Special Project: To understand the current climate and gauge the level of awareness, privilege, and/or support by Canadians of Indigenous issues students will be expected to produce a public health communications piece based on Indigenous women and healthy nations. This project in particular will have students examine the current crisis of the 1100 murdered and missing Indigenous women in Canada. Students are required to each produce a three-‐page fact sheet on the topic and its relationship to health. Second students will be required through collaboration to produce a video about the topic. (Equipment provided). Students and Instructor will meet to map out the project, finalize questions and arrange videography. The questions to be asked can include: Are you aware of MMIW crisis? Do you feel that the health of the state is impacted by MMIW; should a national inquiry occur? Do Canadians (non-‐ Indigenous) have a role in the MMIW movement? The goal is to get an understanding of ally views on the issues. Due March 20, 2015 Fact Sheet: 20% Video Clip: 10% Reference materials: • • • http://www.fhs.mcmaster.ca/ashs/health_elective.html (click on Links & Lectures tab for BN template. http://library.mcmaster.ca/citation-‐and-‐style-‐guides http://www.yorku.ca/lfoster/2006-‐ 07/sosi4440a/lectures/PolicyPaperWriting_CompulsoryFormat.html http://www.nccmt.ca/registry/view/eng/94.html Reading list will be provided to students in class and on the ASHS website. Readings will be made available at the ASHS student space HSC 2A1E. 2 SCHEDULE: Session 1: January 9, 2015 Introduction to Aboriginal Health Session 2: January 16, 2015 Indigenous Science, Statistics and Concepts of Health Session 3: January 23, 2015 Aboriginal Health Policy, Research and Ethics Guest Speaker: Chelsea Gabel, PhD, Associate Professor, Health, Aging, Society, McMaster University Session 4: January 30, 2015 Art and Health: Medical Humanities Guest Speaker: Janis Monture, Executive Director, Woodland Cultural Centre Session 5: February 6, 2015 History and Health: TB as a site of exploration Guest Speaker: Mary Jane Logan McCallum, PhD. Assistant Professor, History, University of Winnipeg Session 6: February 13, 2015 Traditional Health in Urban Contexts: Elders Role, De dwa da dehs nye>s Guest Speaker: Walter Cooke, Elder & Traditional Healer SITE VISIT: De dwa da dehs nye>s Aboriginal Health Centre-‐Hamilton, 678 Main Street East Hamilton. February 16-‐ 21: Reading Week Session 7: February 27, 2015 Maternal Child Health and Rites of Passage Guest Speaker: Amber Skye, ABD. Public Health & Behavioural Sciences, Dalla Lana School of Public Health Session 8: March 6, 2015 Inter-‐professional Day in Education (IPE): Aboriginal Health-‐Full Day 9am-‐4pm Guest Speakers: Six Nations Family Health Team SITE VISIT: Six Nations of the Grand River-‐ free transportation provided from McMaster Campus Session 9: March 13, 2015 Medicine Two Ways: Western & Traditional Practitioners of Health and Healing Guest Speakers: Marcia Anderson-‐DeCoteau, MD, Department of Community Health, University of Manitoba, Past President Indigenous Physicians Association of Canada. Tom DeCoteau, Dakota, Traditional Practitioner. Session 10: March 20, 2015 Elder’s Closing Activity-‐Experiential Learning, Art Presentation, Feast and AHE Wrap-‐up Speakers: ASHS Elders in Residence 3 ***Attendance is a critical component of the experience. Participants are expected to attend all formal sessions. Reinforcing that message would require a deduction from your overall attendance for any session missed without an accommodation-‐no exception. Academic Integrity: You are expected to exhibit honesty and use ethical behaviour in all aspects of the learning process. Academic credentials you earn are rooted in principles of honesty and academic integrity. Academic dishonesty is to knowingly act or fail to act in a way that results or could result in unearned academic credit or advantage. This behaviour can result in serious consequences, e.g. the grade of zero on an assignment, loss of credit with a notation on the transcript (notation reads: “Grade of F assigned for academic dishonesty”), and/or suspension or expulsion from the university. It is your responsibility to understand what constitutes academic dishonesty. For information on the various types of academic dishonesty please refer to the Academic Integrity Policy, located at http://www.mcmaster.ca/academicintegrity The following illustrates only three forms of academic dishonesty: 1. Plagiarism, e.g. the submission of work that is not one’s own or for which other credit has been obtained. 2. Improper collaboration in group work. 3. Copying or using unauthorized aids in tests and examinations. Turnitin.com: In this course we will be using a web-‐based service (Turnitin.com) to reveal plagiarism. Students will be expected to submit their work electronically to Turnitin.com and in hard copy so that it can be checked for academic dishonesty. Students who do not wish to submit their work to Turnitin.com must still submit a copy to the instructor. No penalty will be assigned to a student who does not submit work to Turnitin.com. All submitted work is subject to normal verification that standards of academic integrity have been upheld (e.g., on-‐line search, etc.). To see the Turnitin.com policy, please go to www.mcmaster.ca/academicintegrity. 4