WTR- EXAM PREP

Place

Can mean different things to different people in different contexts

aspects of place

Location, Locale, Sense of place

Location

Coordinates, latitude, longitude, when locations are meaningful they become places

Locale

A setting for social interactions (universities), social and cultural elements.

What can place influence?

How we interact and behave in social environments

Sense of Place (how we feel about)

Subjective, (comfort and belonging), feelings and emotional responses to place are influenced by our previous experiences, perspectives and values. Formation of individual and collective identity

Te Ao Maori Perspectives (maori worldviews)

connections with whenua, Turangawaewae, Relationship to land

Whenua

Land, tied to the concept of sustaining life

Turangawaewae

A place to stand through kinship and whakapapa

Relationship to land

People and land

Knowledge of place includes

connections with the world around us, understanding of how things came to be, considering societal structures, accumulated knowlede overtime

Tupuna

Ancestors

Baston point

Takaparawhau

Which iwi gifted land to the crown?

Ngati Whatua Orakei

Colonisation

Action or process of settling among and establishig control over a terriotory

Processes of colonisation

Imposition of politcal and socioeconomic systems, subjugation of indigenous people, exploitation of resources

Why is colonisation relevant to knowledge of place?

Underpinning colonisation is an assumption of superiority, creates cultural and knowledge hierarchies, biomedical model becomes mainstream

Albert Barracks wall

Was proposed to protect pakeha from maori attack outside library

First tribe to sign Te Tiriti

Nga Puhi

Which statements around Knowledge of Place are true?

1. Knowledge of place is influenced by our worldviews and positioning

2. Knowledge of place is static and unchanging

3. Naming a place is grounded in social and cultural norms and values

4. Knowledge of place is inclusive of knowing the specific geographic and physical characteristics of a place

1, 3, 4,

Whakapapa

Ancestral connections

Why is history relevant to knowledge of place? Select all the correct options

1. The past is the foundation of our present and future

2. Historical knowledge of a place changes the way we experience, know and see a place

3. History provides a superficial understanding of place

4. Understanding the history of a place makes colonisation and its impacts visible

1, 2, 4,

Why is Knowledge of Place relevant to FMHS?

providing quality and accessible services, supports robust research that connects with people and communities, WHAKAWHANAUNGATANGA, helps respect and value knowledge of others

Whakawhanaungatanga

The process of establishing relationships and relating well to others

How is knowledge of place relevant to FMHS students and graduates? Select all the correct options:

1. Knowledge of place supports understanding of historical, social, economic and environmental factors relevant to health

2. Understanding the significance of colonisation supports critical understanding of place, people and health outcomes

3. Knowledge of place supports research that is meaningful and relevant to communities

4. Health and wellbeing is connected to the places where people live, work and play

1, 2, 3, 4,

In Aotearoa, knowledge of place includes understanding the significance of colonisation to a place and the people of that place. As FMHS graduates, this knowledge supports:

critical thinking and understanding of the intergenerational impacts on place, people and health. This is important as it explains differential health outcomes and shapes our actions and interactions with others (social, economic, cultural factors)

What is ethics?

How should we live? What makes an action right or wrong? What should I do in this situation? What do I owe to other people, animals, the planet? What is a good life?

Answering ethics questions requires us to think deeply about what matters and call on us to:

Reflect on the values and principles, Consider the implications of these values and principles for how we relate to ourselves and others, and how we decide what to do, Develop constructive ways to discuss our views with others.

Empirical questions

What is currently happening or what has happened, based on fact

Ethical questions

What should be happening

Western ethics framework includes

Consequences, duties (ethical responsibilities), virtues

Te Ao Maori framework

Kaupapa Maori values - A respect for people, Do not trample over the mana of people

Discipline specific framework

autonomy, non-maleficence, beneficence, justice

How do ethics apply to knowledge of place?

Respect for people and cultures, Responsible use of information, Fair representation, Environmental stewardship

Knowledge systems in Uni

Westernised scientific knowledge, creative knowledges, inidgneous knowledge systems

Westernised scientific knowledge

The search for universal statements about the way the world works, Using observation and experimental methods to predict or explain things, Breaking complex systems into smaller parts for specialist study and understanding.  

Creative knowledges

generated through the performance of a practice, embodied in the doing of the practitioner, produced through a process of reflection where implicit knowledge is made explicit and practice is thus developed. 

Indigenous knowledge systems

emphasis on relationships and interconnections between all things, human and non-human, range of forces that influence human affairs, including physical, spiritual, emotional, environmental, and ancestral forces, A concept of time in which the past, present and future are interwoven.

Knowledge systems can be simply defined as

shared sets of rules used to produce, validate and transmit knowledge.

Creative knowledge systems can be understood most succinctly as

generated through the performance of a practice.

Indigenous knowledge systems

emphasise interconnections between all things, human and non-human

Declarative knowledge

Knowledge that allows someone to understand a concept or thing e.g. Understanding a topic that you plan to write an essay on

Procedural knowledge (or ability)

Knowledge required for someone to carry out an activity e.g. Having academic writing skills to develop a clear, cohesive essay

General or generic knowledge

Awareness of or a small level of knowledge about a concept or thing e.g. Holding knowledge about which parts of the body a disease impacts

Specific knowledge

A high level of knowledge or expertise about a concept or thing e.g. Holding knowledge about how a disease impacts systems within the body

Formal knowledge

Knowledge produced by people and institutions following formalised practices and approaches e.g. Reading an academic report or book

A priori knowledge

Knowledge that does not come from a particular experience or observation  e.g. Knowing all squares have four sides

3 aspects of knowledge systems

Shared bodies of knowledge about the world, Shared methods for generating knowledge, Shared norms and values

Impact of colonisation and knowledge systems

Colonisation doesnt support the flourishing of different knowledge systems, and instead positions one as dominant while marginalising and excluding other systems, therefore whichever system / belief is most dominant / powerful / widespread will have the most ‘legitimacy’

Knowledge systems in university

British Empire sought to expand its power and influence, and this included Anglo-European knowledge systems and institutions, including the “European tradition” of the university.

Misinformation

spread of false information without the intent to mislead.

Disinformation

designed or spread with full knowledge of it being false (information has been manipulated), as part of an intention to deceive and cause harm

In health science, what kind of knowledge do we use?

Empirical based approach, evidence based practice (EBM)

Major knowledge systems in health science include

Biomedical model, indigneous knowledge systems, public health

Knowledge influences

what we believe is important

Values shape our

priorities and decisions

Actions reflect

our values

At a societal level,

public policy and upstream determinants

Biomedical definition of health

the absence of disease.

World Health Organization definition of health

Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.

Biopsychosocial definition of health

illness and health are the result of an interaction between biological, psychological, and social factors.

Ottawa Charter definition of health

a resource for everyday life, not the objective of living. Health is a positive concept emphasizing social and personal resources, as well as physical capacities.

Te Whare Tapa Whā definition of health

four dimensions - spiritual, psychic, bodily, family

Te Wheke health definition

family health comprises of interwoven dimensions of health

Population health

the health outcomes of a group of individuals, including the distribution of such outcomes within the group

Planetary health

health of human civilisation and the state of the natural systems on which it depends

Planetary health from an Indigenous perspective

the health of the planet and the health of people are generally viewed as inseparable

Key features of planetary health

Interconnection Between Human and Environmental Health, Sustainability, Recognition of Environmental Limits, Focus on Prevention, Equity and Social Justice,

Indigenous relationship with environment (whakapapa)

Belief that human health is inseperable from environmental wellbeing, descendants of mother nature and therefore interlinked, land is a priority not an afterthought

Non-indigenous relationship with environment

A hierarchy, people seen as superior to land (based off other hierarchies in western society), colonialism leads to severing of land to people relationships, only aware of environment in certain contexts

How do relationships with the environment underpin planetary health?

Colonialism promotes an understanding of humans as separate from nature, this separation leads to certain ways of living and patterns of development, and these ways of living have planetary health impacts.

planetary boundaries

limits within it is expected that humanity can operate safely, exceeding one or more of these boundaries may be harmful due to the risk of triggering abrupt environmental change that can disrupt systems

How many of the 9 planetary boundaries are currently being transgressed?

6

What are the 6 planetary boundaries that have been breached?

Biosphere integrity, Climate change, novel entities, freshwater change, land system change, Biogeochemical flows

What are the three planetary boundaries within their limits?

Ocean acidification, atmospheric aerosol loading, stratospheric ozone depletion

Ocean acidification

lowering in pH of oceans as a result of increased carbon dioxide (CO2) in the atmosphere

Example of biosphere integrity being breached

Loss of biodiversity

Freshwater change

Most of our indigenous freshwater fish and freshwater bird species, including some taonga (treasured) species, are either threatened with extinction or at risk of becoming threatened.

Relational values

are about positive, meaningful, and reciprocal relationships - among humans, and between humans and nature.

Mutual responsibilities

refer to our shared obligations with the Earth and our more-than-human relations to remain in good relationship.

Indigenous climate justice

broad range of ethical, equity and rights considerations in relation to climate change, past, present and future, not just humans who have agency, entitlements and responsibilities, but also all our other relations, restoration and maintenance of harmonious relationships, anti-colonial

Kia whakatōmuri te haere whakamua

I walk backwards into the future with my eyes fixed on the past

Kia whakatōmuri te haere whakamua - I walk backwards into the future with my eyes fixed on the past

understand the past, present, and future as being closely connected rather than separate (carry the past with you)

Relationship to peers:

Whakawhanaungatanga, whanaungatanga, applied ethics, societal structures, positionality

Relationships to te Tiriti:

Differences between treaties, Govt. breaches of tiriti and affects on maori health, relevance for health professionals, responsibilities

Relationship to place:

Knowledge of place, campus located on Ngati Whatua Orakei land, historical knowledge

Relationships to knowledge:

Many definitions, objective vs subjective, knowledge systems shape framing of health, knowledge systems in relation to power

Relationship to environment:

Planetary health from western vs indigneous perspectives, human relationships with environment influences understandings of planetary health issues, addressing climate change has many health benefits

Why is knowledge of place important in a health professional setting?

having knowledge of the different needs that might exist across different geographic locations and recognising how history has shaped the health outcomes within a particular environment

Article One of te tiriti

requires the Crown to provide good governance, which extends to the provision of healthcare

Article two of Te Tiriti

guarantees tino rangatiratanga over land, resources, and taonga, which extends to health

article three of Te Tiriti

guarantees Māori the same rights and privileges as British citizens, which includes ensuring that Māori experience the same standard of health

Overt power

the power to do things

Covert power

the power to structure environments so that certain actions are easier or harder. This may be done intentionally, with a particular objective in mind, but it also might be unintentional

Westernised scientific knowledge

The search for universal statements about the way the world works, using observation and experimental methods to predict or explain things, Breaking complex systems into smaller parts for specialist study and understanding.

Creative knowledges

Gaining and creating new knowledge occurs in ways other than reading, observing, arguing or listening. It can include experiences of doing in the world, such as dance, music, creative writing, making art, and designing spaces.

In the University, creative knowledges have these elements:  

They are generated through the performance of a practice, embodied in the doing of the practitioner, produced through a process of reflection, where implicit knowledge is made explicit and practice is thus developed. 

Indigenous knowledge systems

feature in the University, although they primarily live, flourish, and are rooted in places outside of the University.

Indigenous ways of knowing, being, and doing tend to reflect the following elements:  

emphasis on relationships and interconnections between all things, human and non-human, a range of forces that influence human affairs, including physical, spiritual, emotional, environmental, and ancestral forces, concept of time in which the past, present and future are interwoven.