My question is - Why dont aboriginal take an interest in their own health-? This is an deconstruction essay. Please do not answer the question.
Unpacked the question and explain the stereotype and assumption made over the question using reflective practices. 12 references minimum in APA Style. 10 years for text book and 5 years for journals.
Explain the Terminologies such as aboriginal, take, an action, own, and health.
Need 3 main parts
introduction, discussion and conclusion
Please find the marking rubric below under the attachment.
Marking Guide: NURS1008 Indigenous Health and Cultural Safety
Assignment 3: Deconstruction Essay
1500 words | Weighting 35%
criteria Weighting Excellent Good Satisfactory Unsatisfactory
Content contribution and level of analysis /40 • Writing is factually correct, reflective, insightful and substantive contributions that advance the discussion.
• Demonstrates excellent analysis and understanding of
historical events and contemporary understanding of the Social Determinants of Indigenous Health.
• Excellent use of appropriate terminology. • Information is factually correct and insightful but may lack full development of concept or thought.
• Demonstrates analysis and understanding of historical events and contemporary understanding of the Social Determinants of Indigenous Health.
• Good use of appropriate
• Repeats information available in topic/in the literature but does not add substantive information or insight to the discussion.
• Demonstrates limited and/or lacking analysis and understanding of historical events and contemporary understanding of the Social Determinants of Indigenous Health.
• Errors in use of appropriate terminology. • Presenting information that is off-topic, incorrect, or irrelevant to the discussion.
• Demonstrates poor understanding and
analysis of historical
events and contemporary understanding of the Social Determinants of Indigenous Health.
• Errors and/or lacking use of appropriate terminology.
Knowledge, understanding & applicability to professional practice /30 • Demonstrates evidence of excellent knowledge and understanding of course content and applicability to professional practice. • Demonstrates evidence of sound knowledge and understanding of course content and applicability to professional practice.
• Demonstrates evidence of beginning knowledge and understanding of course content and applicability to professional practice. • Demonstrates little evidence of knowledge and understanding of course content and applicability to professional practice.
Supporting the argument and referencing /20 • All sources used to support assertions and arguments are highly relevant, rigorous and contemporary. Uses APA Referencing with no errors. • All sources used to support assertions and arguments are relevant, rigorous and contemporary. Uses APA Referencing with very minor errors in presentation of the reference list and/or intext referencing. • Most sources used to support assertions and arguments are relevant, rigorous and contemporary. Uses APA Referencing with quite a few errors evident in presentation
of the reference list
and/or in-text referencing. • Sources often not used to support assertions and arguments. Chosen sources are not relevant, rigorous and/or contemporary. APA Referencing not used, or is consistently incorrect or absent.
& length /10 • Extremely well written; concise and insightful, with no grammatical, structural and /or spelling errors.
• Succinct and to the point within word length. • Well written and concise with very minor grammatical, structural and /or spelling errors.
• Reasonable length +/-
10% word count
• Quite well written, argument may be slightly vague/long/too brief.
• Several grammatical, structural and /or spelling errors may be evident.
• Somewhat beyond the reasonable length +/- 10% word count • Poorly written with multiple grammatical, structural, spelling errors that impact flow and clarity. Posts overlong or too brief.Beyond the reasonable length +/- 10% word count
Total mark /100
Name of marker
This assignment is designed to enhance student criticality through examining common questions about Indigenous Australia. All of the questions contain factors that impact on understanding Indigenous health and a culturally safe approach to nursing practice. Quite often when we ask a question we reveal something of ourselves in the way we have asked it. We may have made certain assumptions, or used language that was problematic, or shown a lack of understanding. In order to be culturally safe nurses you will need to learn to communicate in a culturally safe manner.
In this assignment you are required to examine a question rather than attempt to answer it. You are to deconstruct or ‘unpack’ the wording of the question to determine its hidden meanings. Please read the ‘Deconstruction Example’ below.
This is a critical writing exercise where you are asked to articulate:
• the assumptions being made in the question
• the stereotypes being employed in the framing /wording of the question • how the question exhibits a lack of understanding.
In this final assignment students will be asked to choose one of a selection of questions supplied online and to deconstruct the question in order to demonstrate an understanding of where the question came from and how the language of the question is used. There will be scaffolded teaching activities in class that will equip students with the skills to complete this assignment.
Deconstruct the question in order to demonstrate your understanding of the social determinants of Indigenous health. ‘Deconstruction’ is a process that involves unpacking something. In this case, the very question becomes the focus, rather than the answer. We are interested in assisting you to critique the worldviews, philosophical positions, understandings of power and assumptions underpinning particular responses to Indigenous health issues. A critical analysis of the question must build a cogent argument that examines the position from which the question was asked. The sociological, cultural and critical theory literatures might give you some guidance here. Overall, you are asked to demonstrate an understanding of how the question was formed, with particular regard to the factors that might lead to such framing of the question, as well as the question’s relevance to Aboriginal health outcomes.
Deconstructing our questions - please choose one of the following questions or statements to deconstruct:
1. Why are Aboriginal people prone to alcohol and substance abuse?
2. Why do Aboriginal people always have a criminal record?
3. Why do Aboriginal people get given everything but us Australians work for everything?
4. Why don’t Aboriginal people take an interest in their own health?
5. Why aren’t Aboriginal people interested in being successful in life?
6. I’m not racist, I treat everyone the same.
Utilise the readings form the topic and research literature to support your discussion. Please read the following example carefully. It is in dot points and you would not need to pursue so many in your assignment, however, this list shows what might be understood from a question without answering it.
Many questions people ask about Indigenous Australia reveal more about the person asking than the intended subject of enquiry. For example:
“If we come from Adam and Eve then where do black people come from?’ • Who is ‘we’? Is this framing indicative of an ‘us and them’ position of ‘inclusion – exclusion’?
• Is the (conscious or unconscious) worldview here related to a Christian-based socialisation process which sees Christianity as ‘normal’ and everything else as peripheral?
• This appears to be an ‘othering’ question. Who frames ‘the other’? What assumptions are made?
• Can a case be made that this is a Eurocentric, ethnocentric, exclusionist position that perpetuates colonial notions of a ‘God–given dominion’.
• ‘… black people’ - Does this indicate a dismissal of diversity? Is there an assumed homogenous explanation for the origins of ‘the other’?
• Could this question be classified as one that could only be framed by someone who is an unwitting beneficiary of a dominant hegemony (power/control/authority).
• Is ‘structured white privilege’ inherent in such a question?
• Does this question reveal a lack of understanding as to how Christian stories arrived on these shores: “Your left hand holds a Bible while your right hand holds a gun” (Kev Carmody-‘Thou Shalt Not Steal’)?
• What does this question reveal about the persistence of the ‘christianising’/’civilising’ project that gave invasion and colonisation ‘moral’ reinforcement?
Tips for the Deconstruction Exercise
• Do not answer the question.
• Break the question down into words and analyse the words used.
• What is the question implying?
• What assumptions does the question make?
• Does the question echo stereotypes?
• Does the question exhibit a lack of understanding?
• Please read the FAQ about the Deconstruction assignment available on the FLO site
This topic encourages critical and reflective learning. As such it furthers your earlier learning and skills you have developed about reflective practice. The following questions may be helpful in taking a more critical approach to reflection on your readings, conducting the learning activities, and in doing your assignment for this topic.
• What do my practices say about my assumptions, values and beliefs about health care, and midwifery and the people I care for?
• Where did these ideas come from?
• What knowledge is being privileged?
• What is the source of the knowledge and its authority?
• What views of power do they embody?
• What knowledge is being ignored?
• What cultural, political or social practices are expressed in these ideas?
• What is it that causes me to maintain my ideas or theories?
• Whose interests seem to be served by my practices?
• What is it that acts to constrain my views of what is possible in nursing and midwifery?
• What would I do differently?
• What do I consider to be important from a nursing or midwifery perspective?
• What do I have to work on to effect change?