This reflective paper discusses the experience of learning about the history and policies affecting the Aboriginal and Torres Strait islander's health. It explores the feelings, critical evaluation, analysis, and action plan resulting from the session.
Contribute Materials
Your contribution can guide someone’s learning journey. Share your
documents today.
Running head: CRITICAL REFLECTION ASSIGNMENT CRITICAL REFLECTION ASSIGNMENT Name of the student Name of the university Author note
Secure Best Marks with AI Grader
Need help grading? Try our AI Grader for instant feedback on your assignments.
1CRITICAL REFLECTION ASSIGNMENT This reflective paper would discuss my feelings as well as the experience of my first four weeks learning in unit, specifically the module 2, which discusses the history and policies affecting the Aboriginal and Torres Strait islander’s health. I would be using Gibb’s reflective cycle to discuss my experiences. Description of event Issues identified The module 2 of my learning included a topic in which a topic was discussed by my lecturer that caught my attention. It mentioned about bringing them home report of 1997. This report mentioned that while bringing the aboriginal people who were displaced, the people were not allowed speaking their language, and they were neglected physically, emotionally (Luker, 2017). Feelings Feeling (before the session) Prior to I gone through this module, I was assured that the history and policy for Aboriginal and Torres Strait Islanders were able to bring them back in the mainstream societies however persisting socioeconomic differences are the reason, due to which the gap is still
2CRITICAL REFLECTION ASSIGNMENT present. Hence, I believed that due to the choices they made about their life, health education this gap exists in their life. Feelings (after the session) However, during the discussion about the history and policies for Aboriginal and Torres Strait Islanders, I came to know that due to social stigma, discrimination, difference in their education, life expectancy and other socio-economic factors, these people were unable to take advantages of the policies and strategies that have been developed by the government. This made me emotional as I was able to feel that they have been suffering from so many complications and still, they are positive and hopeful about life, hence my perspective about Aboriginal and Torres Strait islanders changed after this session. Critical evaluation of feelings Positives and negatives of the issues This feeling was good for my changed perspective as well as for my future career which is supposed to connect me to more of such community and as a professional, I should be aware of their culture, their grieves, and their inhibitions so that I could provide them with cultural competence and effective care. This experience of learning a different perspective in my sessions made me mindful and opens to every opinion and removed my stagnant thinking about the community and the reason for their gaps.
3CRITICAL REFLECTION ASSIGNMENT Response to the issue All the policies and strategies that were provided for the upliftment of the Aboriginal and Torres Strait Islanders’, however, it is still the responsibility of the government and all other privileged community to help the aboriginal community to learn about these policies and strategies (Ross et al., 2016). Hence, as per Hutchings et al. (2019), this awareness and understand gap was one of the major factors due to which Aboriginal and Torres Strait islanders people were not being able to receive their fundamental rights and suffered from discrimination and isolation. Analysis The way these learnings influenced me This perception, that I developed after undergoing the module 2 of the four week session, was completely personal as I was able to understand the fact that the gap in Aboriginal and Torres Strait Islanders’ education, health and other basic needs were not because of their lifestyle choices, but also because of the social stigma and lack of awareness among the community. Hence, as per Walter (2016), the political, social and cultural factors were identified through this session. I was unaware of their lack of knowledge and awareness prior to the session, but I was not aware of their suffering despite the governmental policies and strategies to protect their rights and for their upliftment. Conclusion
Paraphrase This Document
Need a fresh take? Get an instant paraphrase of this document with our AI Paraphraser
4CRITICAL REFLECTION ASSIGNMENT The conclusion I have reached It is evident from my reflection that we are still living in stereotype society where the weaker section of the society suffers from discriminations, racial comments and forced to be isolated. However, this session of my module two made me aware and mindful about my thinking and beliefs as my thoughts were challenged with effective knowledge and statistics. All my biases, misconceptions, stereotypes and unawareness were replaced with empathy, care, and helpfulness which would help me in my future endeavors. The new things I have learned This session helped me to understand that being a developed society, we need to help our weaker section to be strong enough so that on the roads of development, we could walk together. I don’t think, I was not able to develop such perspective before I went through the sessions and hence, it made me more aware of my society. Action plan The learnings I have achieved after the session This lesson helped me to learn new concepts and new thinking about the Aboriginal and Torres Strait Islanders. Further, it also helped me to develop this critical reflection skills which would be helpful in my future practices and made me curious about future learning to develop myself as an aware and compassionate human being.
5CRITICAL REFLECTION ASSIGNMENT References Hutchings, K., Bainbridge, R., Bodle, K., & Miller, A. (2019). Determinants of Attraction, Retention and Completion for Aboriginal and Torres Strait Islander Higher Degree Research Students: A Systematic Review to Inform Future Research Directions.Research in Higher Education,60(2), 245-272.DOI: https://doi.org/10.1007/s11162-018-9511-5 Luker, T. (2017). Decolonising archives: indigenous challenges to record keeping in ‘reconciling’settler colonial states.Australian Feminist Studies,32(91-92), 108-125.DOI: https://doi.org/10.1080/08164649.2017.1357011 Ross, A., Sherman, K. P., Snodgrass, J. G., Delcore, H. D., & Sherman, R. (2016).Indigenous peoples and the collaborative stewardship of nature: knowledge binds and institutional conflicts. Routledge.DOI:https://doi.org/10.4324/9781315426617 Walter, M. (2016). Data politics and Indigenous representation in Australian statistics.Indigenous data sovereignty: Toward an agenda,38, 79-98. Retrieved from: https://www.oapen.org/download?type=document&docid=624262#page=103