The Double Bind and the Double Burden: Implications for the professional education and practice of Indigenous environmental health practitioners

摘要: This thesis presents the findings of four years research into curriculum and workplace experiences first Indigenous cohort to undertake a professional education program in environmental health at University Western Sydney. The explores capacity university program, even with nationally accredited distance curriculum, meet needs participants. In particular, examines whether core problem-based learning subjects adequately prepare students work effectively their complex power-laden settings. The have identified ways which Western-based training best intentions, present double bind burden its Students are asked take part strong acculturation without losing very ties would make them effective own cultural tradition. Thus, they accept for themselves, same time question re-interpret culture. Resolving this brings it burden: satisfying demands mainstream degree, as improve conditions communities where services failed. The suggest that wider educational framework is needed Easing participants requires shift thinking action, both within among profession. In will require reconceptualisation change pedagogy incorporate critical strategic perspectives. A future kind be interested action review field relevant issues, placing problems practice practitioners heart subjects. The challenge presented profession meaningful steps support work. order occur, non-Indigenous professionals need to: over-come fear working openly colleagues; give space counterparts so community can trial new acting; share power re-dress past imbalances; learn from, well teach, value diversity; active influence policies, programs, other politicians concerned throughout country