PUBH1425 Life History and Determinants of Health Report Sample

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PUBH1425 Life History and Determinants of Health Report Sample

Assessment Task

What is a place of significance?

For you this might be a place that holds good memories or nostalgia for you. For example; your primary school, your grandparents house, the place you learnt how to ride a bike, your childhood bedroom, a local market. It may be a place of cultural or religious significance for you; a religious building, a place where ceremonies are held, a meeting space or a place of refuge or reflection. For others it may be a special place that you enjoy; a café, a park, somewhere you walk your dog and gives you calm. It is important that the place you pick is within Australia.

One of the aims of this assessment is for you to reflect on a place you have been in Australia and think about its importance to you and compare it to what it was before colonisation. We want this assessment to prompt you to think about and learn about the Country you are on, a place of significance for First Nations people near you. This reflection will enable you to become more aware of how colonisation has changed what is now known as Australia, it will facilitate your learning about First Nations culture and history in a place you are familiar with, and ultimately should help you to become more aware of the impact of colonisation, how colonisation has removed the visibility of First Nations culture and history.

This assessment is a personal reflection. Whether you choose to write your assessment, submit a video or an audio file, it will be a flowing narrative. You are telling a story about your place of significance and then you are weaving that together with a First Nations place of significance. The way you choose to tell this story will be individual to you, however make sure that you include all the points below.

Australian place of significance to you:

1. Choose an Australian geographical place of cultural/social/family significance for you.

2. Reflect on why that place has cultural/personal significance and support that reflection with evidence.

First Nations place of significance:

1. Choose a First Nations geographical location that is close to your personal location of significance. Your First Nations location must on the same Country/Language group as your own personal place of significance. Explore this place and do some research on it. Local Council websites will often have information on First Nations history and places.

2. Describe the First Nations place of significance.

3. Provide a brief summary of the history of the First Nations place of significance in terms of First Nations history and coloniser history. How has this place been impacted since colonisation?

4. Compare the similarities and differences of your personal place of significance and the First Nations place of significance.

5. Reflect on what you have learned from this comparison in terms of your perspective and how your perception of the location has changed.

6. Apply the 8 First Nations pedagogies (https://www.8ways.online/) throughout your reflection and learning. The 8 Ways pedagogy are; story-sharing, learning maps, non-verbal, symbols and images, land links, non-linear, deconstruct/reconstruct and community links. Incorporate at least one of these into your assessment.

Solution

Introduction

My personal place of significance is “Blue Mountains National Park”. The “Blue Mountains National Park” holds a significant place in my heart. The Blue Mountains National Park has shaped my connection to the natural world. In addition, it has provided me with countless cherished memories. The Blue Mountains National Park is located within the Greater Blue Mountains Area in New South Wales, Australia (Ingham et al. 2023.p.103831). In a nutshell, the Blue Mountains National Park have offered me a wide range of significant experiences and shaped my mind-set throughout my life for university assignment help.

Incorporation of 8 ways Pedagogy

Narrative Pedagogy has empowered me to translate knowledge and understanding into action. This reflection will be developed by incorporating the principles of critical reflection and social justice referring to the 8 Ways Pedagogy (Sanjakdar & Premier, 2023.p.104114). The same enables me to address the root causes of Indigenous inequality and disadvantages. Proper understanding of the narratives of colonization and its impacts on Gundungurra Country has impacted my perspectives. I have been able to understand the multifaceted legacies of colonialism by incorporating the 8 Ways Pedagogy. I have found myself deeply involved in the experiences and stories of the Gundungurra people by applying the Narrative Pedagogy approach. The same has allowed me to empathize with their cultural and spiritual connections to the land.

In addition, this narrative-based learning has enabled me to broaden my observation in order to understand and appreciate Indigenous perspectives (Aura, Hassan & Hamari, 2021.p.101728). Precisely, the effective use of narrative storytelling within the 8 Ways Pedagogy frameworks has highlighted the significance of cultural awareness and education. This experiential learning approach has shed light on the need for detailed education about the history of colonization and its significant impacts on Indigenous communities. Apart from that, I have come to recognize the interconnectedness of cultural and personal significance within the Australian landscape through the use of narrative storytelling. The integration of Narrative Pedagogy and the 8 Ways Pedagogy has enriched my overall learning experience. As initially indicated, the same has eventually shaped my understanding of indigenous perspectives and colonial legacies to a great extent.

History of First Nations Place of Significance with an Emphasis on Coloniser History

The Blue Mountains hold a rich cultural heritage beyond its natural beauty. I have chosen to shed light on Gundungurra Country as First Nations Place of Significance. The Blue Mountains National Park is located within the traditional lands of the Gundungurra people (Carroll, Wright & Reynolds, 2023.p.1060). The Blue Mountains is a sacred landscape for the Gundungurra people with great cultural and spiritual significance. These indigenous people have occupied Gundungurra Country for at least 20,000 years. It has already been stated that the Gundungurra people are deeply connected to the land (Kanngieser et al. 2024.p.101000). The same is reflected in their ceremonies, cultural practices, and traditions. Red Hands Cave is one of the most significant sites in Gundungurra Country. It is located near Glenbrook in the Lower Blue Mountains. The Red Hands Cave signifies the presence of Aboriginal culture in the Blue Mountains.

Comparison and Reflection

I have grown up with a limited understanding of Aboriginal culture and history. Our education system fails to adequately teach the actual history of colonization and its vehement effects on First Nations peoples. I have been privileged to enjoy the beauty of the Blue Mountains. My understanding of this landscape is quite incomplete without acknowledging the contributions of the Gundungurra people. In addition, I have experienced a significant shift in perspective through the comparison between “my personal connection to the Blue Mountains” and the significance of “Gundungurra Country to the Gundungurra people”. In my opinion, Colonization has a significant impact on Gundungurra Country (Carroll, Wright & Reynolds, 2023.p.1068). The Gundungurra people have continued to advocate for the protection of their cultural heritage.

I must emphasize on the interconnectedness of these landscapes and the broader Australian identity. The same will unveil a holistic understanding of land, community and spirituality that has been followed through generations. My own experiences in the Blue Mountains have been shaped by recreational activities (Webster et al. 2022.p.520). The same has contributed to personal enjoyment and cultural understanding.
Impact of Contemporary Society on First Nations Places

Contemporary society has certain effects on First Nations places. Modernity have threatened the sustainability of Indigenous lands and communities across Australia due to significant increase in industrial development, urbanization etc. It has been identified that logging, mining, and other industrial activities have often targeted indigenous lands for their natural resources. The same leads to habitat destruction, environmental degradation, and loss of biodiversity (Robson, 2024.p.103700). The exploitation of these resources has disrupted traditional indigenous practices and cultural connections to country to some extent. Contemporary urban growth has caused displacement of Indigenous peoples from their ancestral territories (Redvers et al. 2022.e.160).

Even, many First Nations communities experience socioeconomic challenges such as unemployment, poverty, and inadequate housing as a result of urbanization. The same tend to fuel marginalization and social inequalities. Apart from that, climate change instigates significant threats to First Nations places. The same may potentially increase the risk of environmental disasters such as bushfires, droughts, and floods (Carroll, Wright & Reynolds, 2023.p.1065). Referring to the information stated above, the impact of contemporary society on First Nations places is complex and multifaceted. In accordance with the information stated in this paper, the indigenous lands and communities experience significant hindrances from urbanization, industrial development, climate change and systemic racism. Relating to this context, the society must collectively work towards attaining a sustainable future where First Nations places are protected, respected, and celebrated.

Reflective Thinking: Lessons Learned from the Comparison

I have come to know the spiritual, cultural, and historical connections that Aboriginal peoples have with the land. This understanding has broadened my perspective. The same has also highlighted the impacts of colonization on Indigenous communities and their traditional lands. I have learned to recognize the inequalities and systemic injustices that continue to affect First Nations peoples (Ingham et al. 2023.p.103831). This recognition has instigated me to confront my own privilege as a non-Indigenous Australian. I have realized the importance of cultural awareness and education in shaping my perspectives towards Indigenous cultures and histories. I believe, it is possible to develop a more equitable society over the period by learning from Indigenous perspectives and engaging with Aboriginal communities.
Such realization has inspired me to take effective steps towards supporting Indigenous rights. The same includes supporting initiatives to improve access to education, healthcare, and economic opportunities for First Nations peoples. I have come to recognize that my experiences in the Blue Mountains are linked to the enriched cultural heritage of Gundungurra Country. In other words, my experiences are linked to the broader Indigenous history of the land. Such comparison has shed light on the interconnectedness of personal and cultural significance within the Australian landscape.

How has your perception changed?

Based on the information depicted throughout this paper, the comparison between my personal connection to the “Blue Mountains” and the significance of “Gundungurra Country” has been a transformative learning experience. It has expanded my understanding of Indigenous perspectives. The knowledge obtained throughout this learning has enabled me to know the impact of colonization. The same has contributed to shape cultural awareness and education to a great extent. I am dedicated to continuing my journey of learning and growth in the coming days.

Reference list

Aura, I., Hassan, L., & Hamari, J. (2021). Teaching within a Story: Understanding storification of pedagogy. International Journal of Educational Research, 106, 101728. Retrieved from: https://doi.org/10.1016/j.ijer.2020.101728 [Retrieved on 13 May 2024]

Carroll, R., Wright, I. A., & Reynolds, J. K. (2023). Loss of soil carbon in a world heritage peatland following a bushfire. International Journal of Wildland Fire, 32(7), 1059-1070.Retrieved from: https://doi.org/10.1071/WF22204 [Retrieved on 13 May 2024]

Ingham, V., Wuersch, L., Islam, M. R., & Hicks, J. (2023). Indicators of community disaster fatigue: a case study in the New South Wales Blue Mountains. International journal of disaster risk reduction, 95, 103831. Retrieved from: https://doi.org/10.1016/j.ijdrr.2023.103831 [Retrieved on 13 May 2024]

Kanngieser, A. M., Soares, F., Rubis, J., Sullivan, C. T., Graham, M., Williams, M., ... & Marshall, U. B. (2024). Listening to place, practising relationality:
Embodying six emergent protocols for collaborative relational geographies. Emotion, Space and Society, 50, 101000. Retrieved from: https://doi.org/10.1016/j.emospa.2024.101000 [Retrieved on 13 May 2024]

Redvers, N., Celidwen, Y., Schultz, C., Horn, O., Githaiga, C., Vera, M., ... & Rojas, J. N. (2022). The determinants of planetary health: an Indigenous consensus perspective. The Lancet Planetary Health, 6(2), e156-e163. Retrieved from: DOI:https://doi.org/10.1016/S2542-5196(21)00354-5 [Retrieved on 13 May 2024]

Robson, E. (2024). Planetary health values and their implications for sustainability governance: Case study in the City of Blue Mountains, Australia. Environmental Science & Policy, 154, 103700.Retrieved from: https://doi.org/10.1016/j.envsci.2024.103700 [Retrieved on 13 May 2024]

Sanjakdar, F., & Premier, J. (2023). Teaching for social justice in higher education: Reflexive and critical auto-ethnographic narratives of hope, resilience, and change. Teaching and Teacher Education, 127, 104114. Retrieved from: https://doi.org/10.1016/j.tate.2023.104114 [Retrieved on 13 May 2024]

Webster, E., Hall, A., Hill, Y., See, C., Simons, E., Havrlant, R., & Osten, R. (2022). Building cultural responsiveness in a mainstream health organisation with ‘8 Aboriginal Ways of Learning’: a participatory action research study. Australian and New Zealand Journal of Public Health, 46(4), 517-523. Retrieved from:

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