Abstract
This project explores Indigenous-led arts and material practice workshops as a form of cultural safety education by fostering dialogue between non-Indigenous healthcare students and Indigenous students in the Lheidli T’enneh Territory (Prince George, Canada). Uniquely, this project is led by an art and design university, and combines Indigenous and designerly ways of knowing to consider an approach to cultural safety education that is not solely focused on the healthcare student or practitioner as the learner, but includes the community as key contributors to the learning experience. Core to the workshop model is the combination of sharing Indigenous histories and the current state of systemic racism, with the making of drums, rattles and other Indigenous material practice. The paper will provide an in-depth overview of the four key components of the workshop model — convening, sharing, making, and resting — and discusses the role of designers in supporting this cultural safety education initiative.
Keywords
cultural safety education, indigenous methodologies, decolonial, making, behaviour change
DOI
https://doi.org/10.21606/drs.2022.705
Citation
Erickson, M., McIntosh, D., Crabtree, B., Watts, C., Laycock, Z., Preissl, N., Beyzaei, N., Chisholm, J., Raber, C., and Raber, S. (2022) Decolonizing cultural safety education in the healthcare system through cultural immersion in indigenous knowledge sharing & material practice, in Lockton, D., Lenzi, S., Hekkert, P., Oak, A., Sádaba, J., Lloyd, P. (eds.), DRS2022: Bilbao, 25 June - 3 July, Bilbao, Spain. https://doi.org/10.21606/drs.2022.705
Creative Commons License
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Conference Track
Research Paper
Included in
Decolonizing cultural safety education in the healthcare system through cultural immersion in indigenous knowledge sharing & material practice
This project explores Indigenous-led arts and material practice workshops as a form of cultural safety education by fostering dialogue between non-Indigenous healthcare students and Indigenous students in the Lheidli T’enneh Territory (Prince George, Canada). Uniquely, this project is led by an art and design university, and combines Indigenous and designerly ways of knowing to consider an approach to cultural safety education that is not solely focused on the healthcare student or practitioner as the learner, but includes the community as key contributors to the learning experience. Core to the workshop model is the combination of sharing Indigenous histories and the current state of systemic racism, with the making of drums, rattles and other Indigenous material practice. The paper will provide an in-depth overview of the four key components of the workshop model — convening, sharing, making, and resting — and discusses the role of designers in supporting this cultural safety education initiative.