This article addresses the underrepresentation of Indigenous perspectives in animal sciences by challenging the exclusive use of Western scientific paradigms in research and education. Because of the systematic exclusion of Indigenous peoples, Indigenous perspectives have rarely been represented through empirical study, leading us to believe this is a key reason for the underrepresentation of Native people in these fields. We conducted a literature review, searching for Indigenous contributions in animal sciences and finding a handful of articles in three areas: human-animal bonds, genetic testing and breeding programs, and Traditional Ecological Knowledge. Given the interconnected paradigm of Indigenous worldviews, we suggest that the ongoing siloes of scientific disciplines and the hierarchy of methodology contribute to the dearth of Indigenous perspectives. We suggest increased support for proper tribal consultation, contextualization of the history of research in Native communities, and the creation of scholarly spaces to support these conversations.
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http://dx.doi.org/10.1146/annurev-animal-051622-091935 | DOI Listing |
Lancet Reg Health Am
December 2024
Latin American Centre of Excellence for Climate Change and Health, Universidad Peruana Cayetano Heredia, San Martín de Porres, 15102, Peru.
This article delves into the complex relationship between climate change, migration patterns, and health outcomes in Latin America and the Caribbean (LAC). While the severe impact of climate change on health in LAC is widely acknowledged, the article sheds light on the often-overlooked multiple effects on migration and the well-being of migrants. These impacts encompass poverty, food and water insecurity, and adverse physical and mental health outcomes.
View Article and Find Full Text PDFJBI Evid Synth
January 2025
School of Rehabilitation Science, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada.
Objective: The objective of this scoping review will be to determine the breadth of literature exploring the perspectives and experiences of racialized students in entry-level health professional education programs.
Introduction: Despite the implementation of equity, diversity, and inclusion (EDI) policies and alternative admission criteria for minority students, racialized minorities continue to be underrepresented and have the highest attrition rate in health professional education programs. Furthermore, the students who eventually work in health care settings report experiences of microaggression and prejudice.
Int J Equity Health
January 2025
Discipline of Podiatry, School of Health Sciences, Western Sydney University, Dharawal Country, Campbelltown, NSW, Australia.
Increasing use of co-design concepts and buzzwords create risk of generating 'co-design branded' healthcare research and healthcare system design involving insincere, contrived, coercive engagement with First Nations Peoples. There are concerns that inauthenticity in co-design will further perpetuate and ingrain harms inbuilt to colonial systems.Co-design is a tool that inherently must truly reposition power to First Nations Peoples, engendering both respect and ownership.
View Article and Find Full Text PDFCan J Kidney Health Dis
January 2025
Max Rady College of Medicine, University of Manitoba, Winnipeg, Canada.
Background: Improving interactions between people receiving hemodialysis and health care providers of facility-based hemodialysis care is a top priority for patients, caregivers, and health care providers.
Objective: To identify challenges for high-quality clinical interactions in facility-based hemodialysis care as well as potential solutions.
Design: Multicentre qualitative study using focus groups and semi-structured interviews to elicit the perspectives of patients, caregivers, and health care providers.
Front Public Health
January 2025
Centre for Health, Activity, and Rehabilitation Research, School of Physiotherapy, University of Otago, Dunedin, New Zealand.
This paper describes the integration of environmental physiotherapy education into the physiotherapy curriculum in a New Zealand university in response to the environmental physiotherapy agenda and the University of Otago Sustainability Framework. We describe and discuss three learning activities, the associated challenges and lessons learnt, and the current position. Given the encompassing nature of environmental and health interactions, we aimed for multilayer immersive experiences using a range of pedagogical approaches.
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