Axis 1

The purpose of this project, funded by the Social Sciences and Humanities Research Council (SSHRC)- Insight Development Grants, is to understand how educators using an anti-racist pedagogical approach in courses or programs focusing on  Indigenous health in pre-service and in-service training of health professionals integrate this approach and deploy it in their practice. Using a biographical narrative approach, this study will answer the following questions:

• What are educators’ conceptions of an anti-racist pedagogical approach
• What are the key moments in the integration and deployment of this approach by educators?
• What are the conditions that support and hinder the integration and deployment of an anti-racist pedagogical approach by educators?

At the end of this study, a detailed description of the possible paths of integration and deployment of an anti-racist pedagogical approach will be proposed. This detailed description will include common and divergent elements of these paths as well as facilitating and constraining elements encountered by educators. It will account for the different contexts reported in the individual stories.

Co-investigators : Belisle, Marilou; Lavoie, Patrick;

Indigenous advisory committee : Céline Nepton; Cheryl Ward; Diane Smylie; Isabelle Wallace; Jennifer Petiquay-Dufresne; Michele Parent-Bergeron

Context 

Studies show that health educators are reluctant and actively avoid addressing issues of discrimination and racism in indigenous health care. The consequences of not teaching lead to trust breakdowns and denial of care, fear of seeking care, and minimization of health problems.

Objective

To initiate, with the teaching community that trains health care workers, a dialogue on the subject of discrimination and systemic racism encountered by First Peoples in the health care institutions of Quebec and Canada. This dialogue, addressed to the teaching community of the Faculty of Nursing (FSI) of the UdeM, was developed in close collaboration with a concertation committee of key actors, mostly First Peoples, of the health network.

Method 

Two numerical activities were carried out: an expert panel to discuss the discrimination and systemic racism experienced by First Peoples in Quebec’s health care institutions and a workshop aimed at identifying concrete actions in teaching to address this issue. A satisfaction questionnaire concluded these activities. The consultation committee was consulted at three critical moments of the project: during the development of the activities, during the validation of the activities and at the end of the project to obtain its feedback.

Funding: Université de Montréal, Program to support the co-definition of research and knowledge mobilization projects in support of institutional change in First Peoples relations

Principal co-Investigator : Caroline Larue (Centre d’Innovation en formation infirmière )

Collaborators :  Jean-François Vachon (La Boîte Rouge Vif) ; Joannie Gill (UTAPI Consultants)

Research assistants : Anne-René Delli-Colli , Cassandre Prieto