Download Free Indigenous Knowledge And Mental Health Book in PDF and EPUB Free Download. You can read online Indigenous Knowledge And Mental Health and write the review.

This book brings together Indigenous and allied experts addressing mental health among Indigenous peoples across the traditional territories commonly known as the Americas (e.g. Canada, US, Caribbean Islands, Mexico, Bolivia, Venezuela, Ecuador and Brazil), Asia (e.g. China, Korea, Japan, Taiwan and Indonesia), Africa (e.g. South Africa, Central and West Africa) and Oceania (New Guinea and Australia) to exchange knowledge, perspectives and methods for mental health research and service delivery. Around the world, Indigenous peoples have experienced marginalization, rapid culture change and absorption into a global economy with little regard for their needs or autonomy. This cultural discontinuity has been linked to high rates of depression, substance abuse, suicide, and violence in many communities, with the most dramatic impact on youth. Nevertheless, Indigenous knowledge, tradition and practice have remained central to wellbeing, resilience and mental health in these populations. Such is the focus of this book.
This book examines a collaboration between traditional Māori healing and clinical psychiatry. Comprised of transcribed interviews and detailed meditations on practice, it demonstrates how bicultural partnership frameworks can augment mental health treatment by balancing local imperatives with sound and careful psychiatric care. In the first chapter, Māori healer Wiremu NiaNia outlines the key concepts that underpin his worldview and work. He then discusses the social, historical, and cultural context of his relationship with Allister Bush, a child and adolescent psychiatrist. The main body of the book comprises chapters that each recount the story of one young person and their family’s experience of Māori healing from three or more points of view: those of the psychiatrist, the Māori healer and the young person and other family members who participated in and experienced the healing. With a foreword by Sir Mason Durie, this book is essential reading for psychologists, social workers, nurses, therapists, psychiatrists, and students interested in bicultural studies.
Drawing attention to the ways in which creative practices are essential to the health, well-being, and healing of Indigenous peoples, The Arts of Indigenous Health and Well-Being addresses the effects of artistic endeavour on the “good life”, or mino-pimatisiwin in Cree, which can be described as the balanced interconnection of physical, emotional, spiritual, and mental well-being. In this interdisciplinary collection, Indigenous knowledges inform an approach to health as a wider set of relations that are central to well-being, wherein artistic expression furthers cultural continuity and resilience, community connection, and kinship to push back against forces of fracture and disruption imposed by colonialism. The need for healing—not only individuals but health systems and practices—is clear, especially as the trauma of colonialism is continually revealed and perpetuated within health systems. The field of Indigenous health has recently begun to recognize the fundamental connection between creative expression and well-being. This book brings together scholarship by humanities scholars, social scientists, artists, and those holding experiential knowledge from across Turtle Island to add urgently needed perspectives to this conversation. Contributors embrace a diverse range of research methods, including community-engaged scholarship with Indigenous youth, artists, Elders, and language keepers. The Arts of Indigenous Health and Well-Being demonstrates the healing possibilities of Indigenous works of art, literature, film, and music from a diversity of Indigenous peoples and arts traditions. This book will resonate with health practitioners, community members, and any who recognize the power of art as a window, an entryway to access a healthy and good life.
"Through the understanding that Indigenous Peoples are in the process of rising from the "colonial container", with the goal of individual and collective wellbeing, this edited book will explore decolonizing mental health in order to ad¬vance various possibilities for living a quality life within the present-day conceptualizations of Indigenous Ways of Knowing and Being. Part I builds the foundation, our knowledge base, upon which we can talk about decolonization mental health. Part II explores the concept of identity/self. Part III examines empowerment. Part IV discusses culturally specific mental health and wellbeing practices. Finally, Part V looks at political action."--
In a country as diverse as South Africa, sickness and health often mean different things to different people – so much so that the different health definitions and health belief models in the country seem to have a profound influence on the health-seeking behaviour of the people who are part of our vibrant, multicultural society. This book is concerned with the integration of indigenous health knowledge (IHK) into the current Western--orientated Primary Health Care (PHC) model. The first section of the book highlights the challenges facing the training of health professionals using a curriculum that is not drawing its knowledge base from the indigenous context and the people of that context. Such professionals will later recognise that they are walking without limbs in matters pertaining to health. The area that was chosen for conducting the research was KwaBomvana in Xhora (Elliotdale), Eastern Cape province, South Africa. The people who reside there are called AmaBomvana. The area where the Bomvana peoples reside is served by Madwaleni Hospital and eight surrounding clinics. Qualitative ethnographic, feminist methods of data collection supported the research done for Section 1 of the book. Section 2 comprises the translation and implementation of PhD study outcomes and had contributions from various researchers. In the critical research findings of the PhD study, older Xhosa women identify the inclusion of social determinants of health as vital to the health problems they managed within their homes. For them, each disease is linked to a social determinant of health, and the management of health problems includes the management of social determinants of health. For them, it is about the health of the home and not just about the management of disease. They believe that healthy homes make healthy villages, and that the prevention of the development of disease is related to the strengthening of the home. Health and illness should be seen within both physical and spiritual contexts; without health, there can be no progress in the home. When defining health, the older Xhosa women add three critical components to the WHO health definition, namely, food security, healthy children and families, and peace and security in their villages. Prof. Mji further proposes that these three elements should be included in the next revision of the WHO health definition because they are not only important for the Bomvana people where the research was conducted, but also for the rest of humanity. In light of the promise of National Health Insurance and the revitalisation of PHC, this book proposes that these two major national health policies should take cognisance of the IHK utilised by the older Xhosa women. In addtion to what this research implies, these policies should also take note of all IHK from the indigenous peoples of South Africa, Africa and the rest of the world, and that there should be a clear plan as to how the knowledge can be supported within a health care systems approach.
The mission of higher education in the 21st century must address the reconciliation of student learning and experiences through the lens of indigenous education and frameworks. Higher learning institutions throughout the oceanic countries have established frameworks for addressing indigeneity through the infusion of an indigenous perspectives curriculum. The incorporation of island indigenous frameworks into their respective curriculums, colleges, and universities in the oceanic countries has seen positive impact results on student learning, leading to the creation of authentic experiences in higher education landscapes. Learning and Reconciliation Through Indigenous Education in Oceania discusses ways of promoting active student learning and unique experiences through indigenous scholarship and studies among contemporary college students. It seeks to provide an understanding of the essential link between practices for incorporating island indigenous curriculum, strategies for effective student learning, and course designs which are aligned with frameworks that address indigeneity, and that place college teachers in the role of leaders for lifelong learning through indigenous scholarship and studies in Oceania. It is ideal for professors, practitioners, researchers, scholars, academicians, students, administrators, curriculum developers, and classroom designers.
Anthology featuring over 20 Indigenous authors who are revered in their communities. These are their testimonies.
A paradigm-shifting book in the vein of Sapiens that brings a crucial Indigenous perspective to historical and cultural issues of history, education, money, power, and sustainability—and offers a new template for living. As an indigenous person, Tyson Yunkaporta looks at global systems from a unique perspective, one tied to the natural and spiritual world. In considering how contemporary life diverges from the pattern of creation, he raises important questions. How does this affect us? How can we do things differently? In this thoughtful, culturally rich, mind-expanding book, he provides answers. Yunkaporta’s writing process begins with images. Honoring indigenous traditions, he makes carvings of what he wants to say, channeling his thoughts through symbols and diagrams rather than words. He yarns with people, looking for ways to connect images and stories with place and relationship to create a coherent world view, and he uses sand talk, the Aboriginal custom of drawing images on the ground to convey knowledge. In Sand Talk, he provides a new model for our everyday lives. Rich in ideas and inspiration, it explains how lines and symbols and shapes can help us make sense of the world. It’s about how we learn and how we remember. It’s about talking to everyone and listening carefully. It’s about finding different ways to look at things. Most of all it’s about a very special way of thinking, of learning to see from a native perspective, one that is spiritually and physically tied to the earth around us, and how it can save our world. Sand Talk include 22 black-and-white illustrations that add depth to the text.
This book explores the role of the social and natural sciences in supporting the development of indigenous knowledge systems. It looks at how indigenous knowledge systems can impact on the transformation of knowledge generating institutions such as scientific and higher education institutions on the one hand, and the policy domain on the other.
The aim of the book is to assist both local and international scholars in articulating the scholarly discourse on indigenous health attitudes, practices, and experiences. The indigenous lens that was used to generate and disseminate indigenous knowledge in this book will strengthen indigenous scholarship, thus making it accessible to a wider audience. In addition, the information shared in this book will add value for scholars and assist them with the indigenous knowledge needed to address sustainable development goals. This book is timeous and topical as the discourse on the decolonisation of the curriculum is widely debated in the higher education space. The discourse on the scholarship of indigenous knowledge, as the tacit local knowledge that stems from cultural practices within communities, has not been well articulated in the current health science education milieu. Indigenous knowledge has remained overlooked and undermined for a very long time and the information remains untapped in local communities. The scholars who conducted the research on which this book is based unearthed a wealth of knowledge which was tacit in nature and translated it into implicit knowledge that can be documented and shared with other scholars globally. This knowledge will assist health care scholars in benefiting from knowledge, practices and cultural beliefs that will assist them in health care planning, teaching, evidence-based practice and further research.