TY  - CHAP
AB  - Abstract Indigenous health workforce development has been identified as a key strategy to improve Indigenous health and reduce ethnic inequities in health outcomes. Likewise, development of a culturally safe and culturally competent non-Indigenous health workforce must also occur if the elimination of health inequities is to be fully realised. Tertiary education providers responsible for training health professionals must face the challenge of engaging the Indigenous learner within health sciences, exposing the ‘hidden curriculum’ that undermines professional Indigenous health learning and ensuring tertiary success for Indigenous students within their academy. This chapter summarises recent developments, research and interventions within the Faculty of Medical and Health Sciences at the University of Auckland that aims to address these challenges by re-presenting Indigenous student recruitment, selection and support, re-presenting bridging/foundation education and representing Māori health teaching and learning within the curriculum.
VL  - 15
SN  - 978-1-78350-703-0, 978-1-78350-704-7/1479-3644
DO  - 10.1108/S1479-364420140000015015
UR  - https://doi.org/10.1108/S1479-364420140000015015
AU  - Curtis Elana
AU  - Reid Papaarangi
AU  - Jones Rhys
PY  - 2014
Y1  - 2014/01/01
TI  - Decolonising the academy: The process of re-presenting indigenous health in tertiary teaching and learning
T2  - Māori and Pasifika Higher Education Horizons
T3  - Diversity in Higher Education
PB  - Emerald Group Publishing Limited
SP  - 147
EP  - 165
Y2  - 2024/04/20
ER  -