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The disparity in health outcomes between Indigenous and non-indigenous Australians continues to increase. Barriers to accessing health care, particularly surgical treatment, contribute to health inequalities among Indigenous Australians. Despite a positive correlation between improved patient experiences and health outcomes, there is little research available on nursing interventions to improve Indigenous patients' perioperative health care treatment. This discussion paper investigates culturally appropriate and evidence- based nursing interventions that can be applied in the perioperative setting to improve the surgical experience of Indigenous patients. It was shown that establishing trust among Aboriginal and Torres Strait Islander patients through anaesthetic nurse practices and advocating for family involvement is critical in providing culturally safe care and enhancing patient experiences. Indigenous health liaison officers were also identified as a valuable resource in bridging cultural and communication gaps between health care providers and Indigenous patients. These findings demonstrate that using tailored nursing strategies while providing perioperative care to Indigenous Australians can enhance their perioperative health care experience and contribute to improving health outcomes of Indigenous Australians. It is therefore recommended that perioperative nurses adopt these strategies; however, further research is needed to investigate implementation of an enhanced role for anaesthetic nurses, advocating for family involvement and referral to Indigenous health liaison officers. Such research should evaluate the impact of these new holistic and patient-centred approaches on the health outcomes and experiencecs of Indigenous patients. [ABSTRACT FROM AUTHOR]

Translating to the Community (T2C) is a social biorepository designed to advance new diagnostic tools and realign community-clinical processes, with the aim to mitigate the short- and long-term impacts of fetal alcohol spectrum disorder (FASD) as well as prenatal alcohol exposure and its co-morbidities and behaviors. In this paper, we describe the evolution of this repository as a new translational partnership to advance a precision-medicine approach to FASD. Key to its evolution was a partnership between academic researchers, Indigenous communities, families, and a regional diagnostic clinic. We further describe the rationale for social biobanking, the type of banking, ethical engagement of families, communities, and clinics, their roles in repository design, governance, translation, and research activities, types of data collected from families, and how the study data are managed, reported, and accessed. The repository design includes biological samples, social-contextual health-survey data, and clinical data (which are linkable to administrative data) from community and clinical cohorts of diagnosed children, children prenatally exposed but not diagnosed, children suspected to have had a prenatal exposure, and related siblings, biological parents, and unrelated children and their parents. From these cohorts and families, potential studies drawing on this data will shed light on various risk factors, social and biological pathways, and service utilization issues, with the aim to implement primary and secondary prevention and intervention strategies. [ABSTRACT FROM AUTHOR]

Background: Historical socio-political processes have produced gross inequity of health resource for Aboriginal Australians and New Zealand Māori. Objectives: This paper argues that socio-political factors resulting from the entrenchment of colonialism have produced significant personal and structural barriers to the utilisation of healthcare services and directly impact the health status of these two vulnerable groups. Design: Discussion Paper. Conclusions: Understanding the actual barriers preventing the utilisation of healthcare facilities, as perceived by Indigenous people, is essential in reducing the gross disparity between Indigenous and non-Indigenous morbidity and mortality in Australia and New Zealand. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Geographer is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Mauli ola, optimal health and wellbeing from a Hawaiian perspective, is achieved by being pono, or morally just and upright, and maintaining an intricate balance physically, mentally, spiritually, and emotionally through one's relations. Cultural practices, including practices that foster a connection to the water, land, ocean, and natural environment, may serve as protective and resilience factors, thereby promoting health and wellbeing. This paper starts by sharing the genealogical foundations of cultural practices in Hawai'i as the foundations of Native Hawaiian lifestyles and ways of knowing. The paper proceeds with data analyses that aim to better understand the role of cultural practices in relation to connectedness to 'Āina (the land, nature, and the environment, which nourish our bodies) and Native Hawaiian health based on cross-sectional correlations and qualitative data. The findings demonstrate the importance of cultural practices, specifically 'Āina practices, and identify 'Āina protection, restoration, and conservation as major health priorities. The correlations demonstrate statistically significant relationships between cultural practices; a physical, mental, spiritual, and emotional connection to 'Āina; and health outcomes. These findings continue to support literature and other declarations that support healthcare and medicine that are culturally grounded in Indigenous values and traditional systems of medicine. [ABSTRACT FROM AUTHOR]

The concept of policy 'success' has been subject to much contestation. In the Indigenous higher education setting, Indigenous (and non-Indigenous) scholars have brought attention to the relevance of experiential knowledge to understanding the effects of power and race on policy, including how success is theorised. This paper aims to interrogate the notion of policy success by exploring how Indigenous users of higher education policy in the Northern Territory (NT), Australia, conceive the term 'success'. We conducted semi-structured interviews with twelve (n = 12) Indigenous people with expertise in NT Indigenous higher education policy. Our findings highlight that while some of our participant's conceptions of policy success align to those within current policy frameworks, there are also differences due to power and race relations. We reflect on the impact on policy outcomes, and discuss how a critical understanding of such relations can advance Indigenous higher education policy in the NT. [ABSTRACT FROM AUTHOR]

What is required to decolonize policy research in doing knowledge production about Indigenous peoples? Policy studies has been complicit in maintaining a central methodological policy research problem: the ongoing prevalence of hegemonic imperial and colonial knowledge production practices in relation to Indigenous peoples. This problem persists through policy researchers producing anti-Indigenous genocidal native-place-invisibilization in scholarship. Ambiguous relationality is another mechanism through which elimination of the natives takes place in research – it is when researchers deliberately/unintentionally omit naming and visiblizing their positionality in relation to the native-places the researchers are working with. Undoing harms emerging from native-place-invisibilization and ambiguous relationality requires a 'grounded normativity' oriented native place consciousness, naming and visibilization of the native place(s) the researchers work on/with, respecting sovereign Indigenous research jurisdictions, and applying an Indigenous Policy Research Framework (IPRF). Decolonization as a solution to the policy problem being tackled in this paper looks like counter-hegemonic radical redistribution of power back to the community when conducting Indigenous policy research. The IPRF approach is formulated using a literature review methodology and consists of guiding questions and principles to help steward the processes of decolonizing policy research. The aim is to support the emergence of radically restorative research justice practices and repair historically harmful relations between knowledge-producing systems/institutions and the Indigenous communities about whom the knowledge production is done. [ABSTRACT FROM AUTHOR]

This paper takes up the call for political geographers to engage more directly with Wittgenstein's later philosophy of language, namely his emphasis on language as activity and practice. In particular, it considers his approach to linguistic demonstration over representation, whereby the reader is not 'told' but 'shown.' This arguably instructive conceptualisation of the functioning of language is here applied to a space of geopolitics, focusing on the political potentialities of articulating an Arctic otherwise through selective bilingualism and language‐use. More specifically, the paper centres on the particular use of North Sámi language in a conference space otherwise dominated by English and Norwegian. The act of 'articulating otherwise' is not here an act of defiance but rather an invitation for re‐conceptualisation. In making Indigenous voices heard on their own terms, it is not only the words but even more so the act of their utterance that carries political power. The paper therefore argues that political geographers ought to (re)direct attention to language‐use and the socio‐political practices of linguistic world‐making. By drawing on Wittgenstein's approach to language‐use, what here becomes clear is that geopolitical questions too are negotiated not through given answers but rather through the interactive process of reaching these together – insights that in turn allow us to consider how agency and change may play out through language‐use, potentially articulating geopolitics otherwise. This paper takes up the call for political geographers to engage more directly with Wittgenstein's later philosophy of language, namely his emphasis on language as activity and practice. The paper focuses on the potentialities of articulating an Arctic otherwise through selective bilingualism and Sámi language‐use in a conference space. It argues that political geographers ought to (re)direct attention to language‐use and the socio‐political practices of linguistic world‐making. [ABSTRACT FROM AUTHOR]

Background: Indigenous populations in Canada and the United States (US) have maintained reciprocal relationships with nature, grounded in respect for and stewardship of the environment; however, disconnection from traditional food systems has generated a plethora of physical and mental health challenges for communities. Indigenous food sovereignty including control of lands were found to be factors contributing to these concerns. Therefore, our aim was to conduct a scoping review of the peer-reviewed literature to describe Indigenous disconnection from Indigenous food systems (IFS) in Canada and the US. Methods: Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Scoping Reviews (PRISMA-SR) and Joanna Briggs Institute guidelines, we searched MEDLINE, SCOPUS, International Bibliography of the Social Sciences, Sociological Abstracts, and Bibliography of Native North Americans. Data was extracted from 41 studies and a narrative review completed based on study themes. Results: The overarching theme identified in the included studies was the impact of colonization on IFS. Four sub-themes emerged as causes for Indigenous disconnection from traditional food systems, including: climate change; capitalism; legal change; and socio-cultural change. These sub-themes highlight the multiple ways in which colonization has impacted Indigenous food systems in Canada and the US and important areas for transformation. Conclusions: Efforts to reconnect Indigenous knowledge and values systems with future food systems are essential for planetary health and sustainable development. Traditional knowledge sharing must foreground authentic Indigenous inclusion within policymaking. Highlights: • The main theme identified amongst the SR literature was the lasting impacts of colonization on Indigenous food systems in Canada and the US, which is described through four key areas: climate change; capitalism; legal changes; and socio-cultural changes. • Less than 20% of included papers report author positionality, with only 7% of included papers reporting Indigenous authorship, emphasizing an opportunity for more reporting and Indigenous engagement in the future. • Loss of cultural knowledge and practices was highlighted by many articles reviewed. • Revitalisation of IFS must include authentic Indigenous engagement, support Indigenous knowledge frameworks, community sharing networks, education programs and co-management. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to provide an in-depth awareness into the research on customised training programme for the indigenous population in India. The central aim is to conduct a systematic review on the available studies to explore its crucial themes interweaving with skill development. Design/methodology/approach: This study uses systematic review method, for which the author uses Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, SPIDER tool and Mendeley to identify relevant articles from 2011 to 2022. Findings: Results show that the customised training programme is useful for the first-generation population to upgrade their skills. It aids in improving scalability, supports job creation and facilitates in mitigating low level of training exposure by meeting the local needs. However, poor approachability on customised training, its oversimplification and lack of research dents the critical insights and prospects. Originality/value: The novelty of this paper lies on retrieving the essential indicators of customised training from previous studies by systematic review tools. It can aid academicians, educators, local administration and policymakers to understand its benefits for indigenous population to fill the policy gaps. [ABSTRACT FROM AUTHOR]

In this paper, I defend the claim that addressing dominating ontologies is crucial for achieving Indigenous self-determination. Consequently, the struggle for Indigenous self-determination comprises not only an engagement with political practices, structures, and institutions, but also with political ontology. I first argue that implementing Indigenous self-determination requires an engagement with political ontology. I then introduce Iris Young's conception of self-determination as non-domination as a way to engage with diverging ontologies within the political framework of federalism. In the final section of the paper, I present two constructive proposals concerning how Indigenous peoples and settler states can establish an ontology at the federal level that facilitates Indigenous self-determination. [ABSTRACT FROM AUTHOR]

Australia first documented national goals for primary and secondary education in 1989 with the Hobart Declaration on Schooling. Since then, Australia's goals for the education of children have been updated in three subsequent National Education Declarations. Each of the Declarations includes specific goals for Indigenous Australian students, as well as goals for students to learn about Indigenous Australian peoples and cultures. Arranged into four thematic sections covering each Declaration, this paper traces colonial representation of Indigenous Australians in these policy documents. Each section discusses the socio-political factors that influenced education policy at the time each Declaration was written, and the socio-political priorities of Indigenous peoples in the same period. We argue that the evolution of representations of Indigenous peoples in education policy is evidence of the continued resistance of Indigenous peoples to colonial dominance in education policies. [ABSTRACT FROM AUTHOR]

Indigenous Peoples have been stewarding lands with fire for ecosystem improvement since time immemorial. These stewardship practices are part and parcel of the ways in which Indigenous Peoples have long recorded and protected knowledge through our cultural transmission practices, such as oral histories. In short, our Peoples have always been data gatherers, and as this article presents, we are also fire data gatherers and stewards. Given the growing interest in fire research with Indigenous communities, there is an opportunity for guidance on data collection conducted equitably and responsibly with Indigenous Peoples. This Special Issue of Fire presents fire research approaches and data harvesting practices with Indigenous communities as we "Reimagine the Future of Living and Working with Fire". Specifically, the article provides future-thinking practices that can achieve equitable, sustainable, and just outcomes with and for stakeholders and rightholders (the preferred term Indigenous Peoples use in partnerships with academics, agencies, and NGOs). This research takes from the following key documents to propose an "Indigenous fire data sovereignty" (IFDS) framework: (1) Articles declared in the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) as identified by the author and specified in Indigenous-led and allied Indigenous fire research in Australia, Canada, and the U.S.; (2) recommendations specific to cultural fire policy and calls for research in the 2023 Wildland Fire Mitigation and Management Commission report; (3) research and data barriers and opportunities produced in the 2024 Good Fire II report; and threads from (4) the Indigenous Fire Management conceptual model. This paper brings together recommendations on Indigenous data sovereignty, which are principles developed by Indigenous researchers for the protection, dissemination, and stewardship of data collected from Tribal/Nation/Aboriginal/First Nations Indigenous communities. The proposed IFDS framework also identifies potential challenges to Indigenous fire data sovereignty. By doing so, the framework serves as an apparatus to deploy fire research and data harvesting practices that are culturally informed, responsible, and ethically demonstrated. The article concludes with specific calls to action for academics and researchers, allies, fire managers, policymakers, and Indigenous Peoples to consider in exercising Indigenous fire data sovereignty and applying Indigenous data sovereignty principles to fire research. [ABSTRACT FROM AUTHOR]

The collection of papers in this Special Issue serves to extend the literature and evidence base for physical literacy (PL) research within child and youth populations. Currently, child and youth populations are increasingly sedentary, resulting in them spending less time engaging in daily physical activity (PA). Physical literacy serves as an attractive concept to help reframe and address physical inactivity and poor health and wellbeing, utilising a different and integrated approach to physical activity, health and wellbeing promotion. The studies presented in this Special Issue respond to previous calls in PL research for further empirical evidence, clarity around PL assessment, the utility of physical literacy with diverse populations including indigenous children and those with disabilities, the application of PL within early years, parental engagement and the role of physical education in the promotion of PL. These studies shed new light on the frontiers of PL research within child and youth populations. [ABSTRACT FROM AUTHOR]

Rapidly changing conditions and the complexity and interconnectedness of global challenges means that learning across the lifespan is more important than ever. Equally critical are sustainable planetary futurities and associated pedagogical practices which reach beyond the imposition of settler temporalities, modernist technological solutions, and western cognitive imperialism as a means of responding to our cultural-ecological crisis. Pedagogical practices must actively work with diverse generational realities and impacts associated with the cultural, ecological, and climate emergency. This paper reports on a growing conversation across diverse cultural biospheres regarding inclusive Indigenous-led strategies of multi-generational resilience addressing human–environmental wellbeing. Adopting an inclusive Indigenist theoretical and methodological approach, it narrates the epistemological and relational practices of several multigenerational pedagogical forums (land-based and virtual) based in and out of Turtle Island/Canada from 2015–2023. Based on an Indigenist research paradigm and qualitative research methods pertaining to one multi-day land based learning summit and three online virtual learning forums, a thematic analysis of key findings relating to pedagogical practices, intercultural and intergenerational themes, and the shifting dynamics of multi-generational resilience work is provided. Themes include the critical importance of epistemological shifts over time; Indigenous multi spatial-temporalities; relational rather than binary or even hybrid views of sexual, gendered, ethnic, and racial identities within cultural-ecological restoration work; the relevance of transnational gatherings; and the adaption of pedagogical practices to meet fluctuating local–global conditions. The paper then summarizes the key elements of lifelong learning within an Indigenist approach to cultural-ecological restoration work, and concludes with a discussion regarding the relevance of this approach in reorientating three previously identified leverage points for accelerating sustainability transformation. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Anaesthesia / Journal Canadien d'Anesthésie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: As evaluations becomes more responsive to the recent focus on issues of diversity, equity, Indigeneity, accessibility, and inclusion, we believe that scholarship and practice of evaluation can be strengthened by engagement with fields such as Hawaiian epistemology. Purpose: This paper explores the implications of Hawaiian epistemology in guiding a decolonizing approach in evaluation practice. Data Collection and Analysis: The paper utilizes multiple sources of information: The writings of a leading Hawaiian epistemologist Manulani Aluli Meyer; our personal experiences in evaluation in varied settings; a webinar we conducted with former students from the Doctor of Education program at the University of Hawaii; and our experiences using the example of evaluations we conducted of a Drop-in center serving homeless and marginally housed individuals in Toronto, Canada. Findings: We identify the following themes from Hawaiian epistemology as being relevant to evaluation practice: (1) embracing heterogeneity and diversity¾moving away from homogeneous standardized approaches; (2) understanding identity, cultural context, and knowledge; (3) ‘aina and a sense of place; (4) valuing relationships; (5) causation and complexity; and (6) aesthetics and valuing. [ABSTRACT FROM AUTHOR]

Background: Indigenous youth worldwide continue to experience disproportional rates of poorer mental health and well-being compared to non-Indigenous youth. Mentoring has been known to establish favorable outcomes in many areas of health but is still in its early phases of research within Indigenous contexts. This paper explores the barriers and facilitators of Indigenous youth mentoring programs to improve mental health outcomes and provides evidence for governments' response to the United Nations Declaration on the Rights of Indigenous Peoples. Methods: A systematic search for published studies was conducted on PubMed, Embase, Scopus, CINAHL, and grey literature through Trove, OpenGrey, Indigenous HealthInfoNet, and Informit Indigenous Collection. All papers included in the search were peer-reviewed and published from 2007 to 2021. The Joanna Briggs Institute approaches to critical appraisal, data extraction, data synthesis, and confidence of findings were used. Results: A total of eight papers describing six mentoring programs were included in this review; six papers were from Canada, and two originated from Australia. Studies included mentor perspectives (n = 4) (incorporating views of parents, carers, Aboriginal assistant teachers, Indigenous program facilitators, young adult health leaders, and community Elders), mentee perspectives (n = 1), and both mentor and mentee perspectives (n = 3). Programs were conducted nationally (n = 3) or within specific local Indigenous communities (n = 3) with varying mentor styles and program focus. Five synthesized findings were identified from the data extraction process, each consisting of four categories. These synthesized findings were: establishing cultural relevancy, facilitating environments, building relationships, facilitating community engagement, and leadership responsibilities, which were discussed in the context of extant mentoring theoretical frameworks. Conclusion: Mentoring is an appropriate strategy for improving general well-being. However, more research is needed to explore program sustainability and maintaining outcomes in the long term. [ABSTRACT FROM AUTHOR]