A Pūrākau Analysis of Institutional Barriers Facing Māori Occupational Therapy Students
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Davis, Georgina
Came, Heather
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Wiley
Abstract
Introduction
Across Aotearoa (New Zealand), there are chronic shortages of qualified Māori (Indigenous peoples of Aotearoa) health practitioners and systemic ethnic health inequities. This study, focussing on the discipline of occupational therapy, explores Māori graduates' recollections of the institutional barriers that impacted on their study in this field over a 25-year period.
Methods
This qualitative study interviewed seven Māori occupational therapy graduates using pūrākau—an innovative Māori narrative inquiry method. Pūrākau (stories) were collected in 2018 via kanohi ki te kanohi (face to face) semi-structured interviews. They were analysed using the kaupapa Māori (Māori philosophical) framework of Pū-Rā-Ka-Ū which draws on traditional Māori mātauranga (knowledge).
Findings
The institutional barriers identified were (1) cultural dissonance, (2) cultural (in)competency and (3) the limitations of (Western) pastoral care.
Conclusion
This study highlighted how racism is embedded within the Western tertiary education system. To create a safe learning environment for Māori students, tertiary education institutions require a planned approach to address racism within policy, procedures, the curriculum, teaching and professional staff.
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Keywords
Cultural competence, Education, Health inequities, Institutional racism, Māori students, Qualitative research
Source
Australian Occupational Therapy Journal, 1–10.
https://doi.org/10.1111/1440-1630.12800
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Creative Commons Attribution-NonCommercial
© 2022 The Authors. Australian Occupational Therapy Journal published by John Wiley & Sons Australia, Ltd on behalf of Occupational Therapy Australia. This is an open access article.
© 2022 The Authors. Australian Occupational Therapy Journal published by John Wiley & Sons Australia, Ltd on behalf of Occupational Therapy Australia. This is an open access article.
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Except where otherwise noted, this item's license is described as Creative Commons Attribution-NonCommercial