Portfolio FINAL LKIRK · VCUG2001,)2014) Portfolio) U5561840) VCUG2001()Creating)Knowledge2014) Portfolio()U5561840)) Thegap:)thegapinknowledgeabout)thegapinAboriginal)andTorresStrait

VCUG2001, 2014 Portfolio U5561840

VCUG2001-‐ Creating Knowledge 2014

Portfolio-‐ U5561840

The gap: the gap in knowledge about the gap in Aboriginal and Torres Strait Islander health

‘Indigenous health’ is a topic that is commonly avoided and quietly discussed due to shame

about the current circumstances. It is also a topic that is analyzed, studied and debated due to the

urgency and concern of the issue. There is a life expectancy gap in males of 11.5 years between

Indigenous and non-‐Indigenous Australians, and a 9.7 year gap for females (Australian Bureau of

Statistics [ABS] 2011). With only small improvements over the last ten years (see chart 1;

Department of Prime Minister and Cabinet 2014), it is an issue in Australia that is not about to

disappear anytime soon. In this personal reflection I share my thoughts as I explore current

Aboriginal health problems in Australia. I look at why these problems have occurred and views on

how we can work to improve Aboriginal and Torres Strait Islander health.

Chart 1. Life expectance gap between Indigenous and non-‐Indigenous for both men and women for

the years 2005-‐2012. Image from http://www.aihw.gov.au/australias-‐health/2014/indigenous-‐health/

In Indigenous communities there are high occurrences of diseases that are normally only

found in poor living conditions such as scabies, tuberculosis and eye diseases like trachoma

(Australian Indigenous HealthInfoNet 2014). Not only is there a large difference in life expectancy,


Aboriginal and Torres Strait Islanders also have lower levels of education compared to non-‐

Indigenous groups (ABS 2012). There are higher levels of psychological distress and suicide in

Aboriginal and Torres Strait Islander people (Australian Indigenous HealthInfoNet 2014). The

suicide rate for Indigenous people is twice that of non-‐Indigenous people (Australian Indigenous

HealthInfoNet 2014). Approximately 66% of the Indigenous population is overweight or obese

(Australian Indigenous HealthInfoNet 2014). This increases their risk of many other diseases,

including making Aboriginal and Torres Strait Islander people three times more likely to have

diabetes than non-‐Aboriginal people (Australian Indigenous HealthInfoNet 2014).

Aboriginal and Torres Strait Islanders make up 2.5% of the Australian population with about

one third of all Indigenous Australians living in New South Wales (ABS 2012). In the Northern

Territory, 31.5% of the population is from Aboriginal or Torres Strait Islander descent (ABS 2012).

About one third of Aboriginal and Torres Strait Islander people live within a capital city area (ABS

2012). The distribution of the non-‐Indigenous population is spread fairly evenly across all ages

whereas the Indigenous population has a high proportion under the age of 15 years and a low

proportion over 50 years of age (see chart 2; ABS 2012). This is likely to be due to increased birth

rates and the lower life expectancy.

Chart 2. Population pyramid for Indigenous population compared to non-‐Indigenous population. Image from http://www.healthinfonet.ecu.edu.au/health-‐facts/health-‐faqs/aboriginal-‐population

In the 2010-‐2011 financial year, it is estimated that $4.6 billion was spent on Aboriginal and

Torres Strait Islander health. This means that for every $1.00 spent on a non-‐Indigenous persons

health, $1.47 was spent on an Indigenous person (Australian Institute of Health and Welfare, 2013).

Despite this, over the last five years there has been little improvement in closing the life expectancy

gap. There has been a reduction in the life expectancy gap of males by 0.8 years, and 0.1 years for


females (The Australian Government, 2014). It seems that there is no clear-‐cut answer or effective

solution to the issue.

The disparity in life expectancy and poor levels of general health, make it an issue that

should not, and cannot be ignored. For this reason, I have decided to explore a few viewpoints on

the causes of the Indigenous health crisis, why we haven’t been able to close the gap in life

expectancy and some thoughts on ways to resolve the issues. I have recorded my thoughts and

reflections as I explore the topic by looking at three different sources and viewpoints. This is not a

method or style of research I am familiar with and will make me question the usefulness of this

style of research. This will challenge me and I aim to explore different sources of knowledge as well

as the content of the sources. I have decided to explore the issues in this way as information and

knowledge is contained in many sources and can be learnt from a range of mediums and

perspectives. This was one thing that I learnt from many of the Creating Knowledge classes. Many

times the one issue was discussed from different viewpoints and by different means. A scientist

and an artist could both discuss different aspects of colour theory, or knowledge could be displayed

through artwork, physical objects or dance. The sources I have chosen are because of their

availability and to provide contrasting experiences. The first source is a book detailing the

experiences of a non-‐Indigenous person working as a translator in a remote, mostly Indigenous

community. The second source is an interview with a medical health professional that has worked

in regional Australia and in remote Aboriginal communities for many years. The next source is

some written answers to my questions by an individual who was an Aboriginal Health Worker and

is currently studying population health. I have decided to look at all three sources independently of

each other, then reflect on them together at the end. The reason for this is because if I connect the

reflections as I go, it will deduct from the reflection of the individual source and the order that I

reflect on the sources would impact the outcome.

This is not a comprehensive study, a rigorous review of the data, or an in-‐depth overview of

the research. It is a cursory glance into a huge problem that many advisors, researchers, health

care workers and politicians have tried to answer. My reflections on the issue is in no way meant to

come up with solutions but should allow me to explore, investigate and reflect on the causes of the

problem and our seeming inability to fix it.


REFLECTION of Why warriors lie down and die by Richard Trudgen.

Image 1. Yolηu region in the far North of Arnhem Image 2. Richard Trudgen, author of Why warriors

Land in the Northern Territory. lie down and die. Image: www.cdu.edu.au/centres/yolngu/ Image: www.whywarriors.com.au/seminars/richard-‐bio.php

Why warriors lie down and die is a book written by Richard Trudgen (see image 2.) that was

first published in 2000. It is about his time spent in the Yolηu region of Arnhem Land (see image

1.). He has been a translator for Aboriginal communities, including involvement in development

programs, health education programs and medical translation. Trudgen provides many insights

into the health problems he witnessed in the Arnhem Land area, and I have summarized what I

believe to be three crucial themes. The first is communication problems. Aboriginal and Torres

Strait Islanders that speak English as their second language may lack a deep understanding of the

English language, particularly medical terminology. This problem is further compounded as the

English speakers may not realize it is a problem (Trudgen 2000, pp 70). While the Indigenous

people may be able to match the correct words with a concept, they want to understand the causes,

problems and progression of the disease or lifestyle to take thoughtful action to fix it (Trudgen

2000, pp. 100). Many healthcare and education programs have not taken into account the history

of the interaction of Indigenous groups with settlers and white people (Trudgen 2000, pp. 179).

This causes continued intergenerational trauma where the poor social and emotional wellbeing of

one generation is perpetuated through the generations to contribute to future disadvantage

(Hampton et al. 2013, pp. 227; Trudgen 2000, pp. 186). Healthcare and communication does not

always consider the cultural knowledge of Indigenous Australians. Their background of knowledge

is vastly different to the European history of thought (Trudgen 2000, pp. 113). Traditional

Aboriginal knowledge about traditional healing, customary law, family practices and environmental

management must all be taken into consideration when trying to understand the worldview of

Indigenous people (Trudgen 2000, pp. 139). Trudgen succinctly sums up some of these ideas,


While dominant culture professionals are unable to communicate meaningfully to Yolηu even

the most basic concepts affecting their life and well-‐being, Yolηu in turn can neither explain what is

happening in their lives nor share with the dominant culture the wisdom which has been part of their

culture for thousands of years. (Trudgen 2000, pp. 77)

Trudgen also lists five things that he believes can be done to help fix the problem, “Take the

people’s language seriously; train dominant cultural personnel; approach education and training in

a different way; replace existing programs with programs that truly empower the people; deal with

some basic legal issues.” (Trudgen 2000 pp. 226) From this, the culture of healthcare workers and

those designing programs needs to change. It should include an understanding of Aboriginal

culture, history and communication. By doing this, the holistic needs of the Aboriginal and Torres

Strait Islanders can be met. They can help us to understand their problems, and they can be an

active participant in their own healthcare.

Why warriors lie down and die is comprehensive and well written. It combines a good mix of

personal stories and research. It is written from the viewpoint of a non-‐Aboriginal person who has

been successful in integrating into an Indigenous community. It appears Trudgen was able to

bridge the gap between Aboriginal and non-‐Aboriginal understanding and culture. The ideas

presented make sense and are backed up by anecdotal evidence. I found the knowledge presented

in this book was hard to summerise and analyse. This is because it discusses mostly anecdotal

evidence and personal experiences. Whilst I feel I have a good understanding of the topic after

reading the book, it is hard to portray the particular meaning and nuances conveyed in the personal

stories. It is almost as though I have had a ‘taster’ of the topic and need to go and actively

experience Aboriginal and Torres Strait communities myself to properly analyze the meaning. This

may be due to the fact that I am trying to condense further Trudgen’s already condensed and

filtered personal experiences. My own, hands on and practical experience of the issue may cement

what I have learnt and compliment the knowledge gained from this book. This is similar to the idea

of constructivism where “… new knowledge results from the process of making sense of new

situations by reconciling new experiences or information with what the learner already knows or

has experienced.” (Martinez 2013, n.p)

Some issues raised by Trudge seem to be general principles of good healthcare practice. I

support the idea that we need to have a better understanding of Indigenous culture to aid holistic

care. This should be similar to the way we should treat any person of a different nationality or

culture. We seem to forget that Aboriginal Australians are not from the same European

background as the white settlers. By ignoring this difference and assuming they have the same


values and worldview as non-‐Aboriginal Australians, it is akin to the assimilation policy of the

1950s where Aborigines, when all immigrants were presumed to adopt the lifestyle of white

Australians (Hampton et al. 2013, pp. 42-‐43). My main concern about the ideas presented was the

issue of communication. The book is set in remote Indigenous communities over 14 years ago

where for many of the people, English was a second language (or when taking into account

language dialects, a sixth or seventh language). Not all Aboriginal Australians live in communities

where there is a high percentage of Indigenous Australians and not all Indigenous Australians live

in remote communities. According to the 2011 census, only 11% of Aboriginal and Torres Strait

Islander people spoke an Australian Indigenous language at home (2012, ABS). It would be

interesting to find out if the same misunderstanding of language talked about in the book, still

occurs today in areas where Aboriginal people speak English as their first language. Irrespective of

the language background, all medical professionals must ensure they communicate clearly to give

the information the patient needs to make informed decisions and have a good understanding of

health issues. Similarly, the principle of understanding and acknowledging the background of the

treated patient is important for any medical practitioner to keep in mind. As I previously

mentioned, it appears that we often neglect to recognise, celebrate and embrace the differences of

Aboriginal and Torres Strait Islanders.


REFLECTION of an INTERVIEW with DR JILL BESTIC

Image 3. Arial image of Yuendumu, 350km from Alice Springs in the Tanami Desert. Image from http://www.aussietowns.com.au/town/tanami-‐including-‐yuendumu-‐and-‐rabbit-‐flat

Image 4. Map of Australia with Yuendumu shown. This is the town where Dr Bestic has spent time

working. Image from http://rodvera.com/warlu/?page_id=130

Dr Jill Bestic is a Senior Lecturer at the Australian National University who lived in Dubbo in

New South Wales for 16 years. Over the last six years she has worked in remote Aboriginal

communities. The main community Dr Bestic has worked in is Yuendumu (see image 3 and 4), a

town 350 kilometers north west of Alice Springs in the Tanami Desert. I had the privilege of being

able to interview her and ask about her experiences.

The first theme that came from our discussion was the cause for the long-‐term health

problems in Aboriginal Australia. Dr Bestic believes that this has developed due to trauma caused

by colonization (2014, 30 September). This tried to rapidly and radically transform, and alter the

culture of Aboriginal Australia. The recentness of such events means there is still a lack of trust

between Aboriginal and non-‐Aboriginal Australians, increased levels of fear, and competition for


control. Dr Bestic made comment, “… the gap [in life expectancy] is because these people have been

so disenfranchised by colonization. … they have been dominated and controlled … if you look back

historically at what has happened to aboriginal people… it’s still so early…” (2014, pers. Comm. 30

September). Previous efforts of improving Aboriginal health have not been able to have a lasting

impact on the bigger issue. Doctors just treat the symptoms of the problem. Dr Bestic said, “We are

really good at the treating… We are bloody shocking at preventing it… Treating the patient is a

bandaid.” (2014, pers. Comm. 30 September). Some intervention programs, such as vaccination

and, maternal and childhood healthcare programs can deal with the root causes to health problems.

However, most of the time the presenting problems are so big that they are past prevention. Dr

Bestic believes to improve the health of Aboriginal Australians, programs offered must be holistic

as well as planned and implemented in collaboration with the Aboriginal community (2014, 30

September). She says, “I don’t know the solution except that I believe that Aboriginal people

themselves have to find the solution… we [need to] support mothers, fathers, babies, and keep

supporting them…”. While white Australia may have caused the problems, we cannot find the

solution alone (J Bestic 2014, pers. Comm. 30 September).

The strength of this form of research is how personal it is and how it gave the information

emotional appeal. Dr Bestic looked sad and distressed by what she had seen and her seeming

inability to help fix the causes to the problem. By talking face-‐to-‐face with someone who had seen

the health problems of Aboriginal Australia, it reminds me to remember that these people are not

just statistics on a page or figures in a data sheet. These are people who are suffering from ill

health, chronic disease and poor living conditions. While this is not a unique problem in the world,

it is not one I normally associate with Australia. The picture that Dr Bestic presented was not all

bleak. She did make comment on how she is constantly marveled at the strength and resilience of a

people group and culture that could have so easily been wiped out (2014, 30 September). I know

that everything she said was an opinion, but not an opinion that was unqualified. The long lasting

impacts of colonization are surely undeniable. Over the last century, Aboriginal and Torres Strait

Islander people have been forced to adapt and adjust to a lifestyle that we have developed over

hundreds of years. Not only that, it is a lifestyle vastly different from their own. We cannot change

the past and what has happened. We cannot bring back the traditional Aboriginal lifestyle today, as

it was in the past. However, we cannot ignore the past we have. A past of trauma, pain and

confusion inflicted by colonization, but also a past of rich and well-‐founded Aboriginal culture.

Healthcare and support programs need to understand, communicate and cooperate with Aboriginal

Australians to ensure that it is what they need and they have some control. At the same time it

must safeguard against leaving the Aboriginal Australia to completely fend for themselves without

any support.


REFLECTION of an Q&A with LEONE MALAMOO

Leone Malamoo is an Aboriginal Birri-‐ Gubba, North Queensland, and Ni, Vanuatu woman.

Leone is also a student at the Australian National University studying a Masters of Philosophy in

Applied Epidemiology. In the past she has worked as an Aboriginal Health Worker in Aboriginal

communities. I asked Leone to give a short response to three questions: “What is the current state

of Indigenous health in Australia today and what are the causes to the problems? Why haven’t we

been able to fix it? What do you think we can do to improve Indigenous health?”

Leone believes that the state of Aboriginal and Torres Strait Islander health has improved

marginally in recent times (2014, 10 October). She writes about the problems in Aboriginal health

being due to a wide range factors. When Leone talks about the health problems in rural and remote

areas she writes “… [the problems are] due to lack of infrastructure, consultation, funding, distance,

lack of cultural understanding…” (2014, pers. comm. 10 October). Her understanding of why the

health problems still exist is because of a lack of consultation that has lead to a lack of cultural

understanding (2014, 10 October). Leone says, “... policies are made… by ignorant people who have

no knowledge… there is a gross lack of understanding… from a cultural perspective [about] our

relationship to land, family, and extended family…” (2014, pers. comm. 10 October). What Leone

sees as the solution to the problem goes far deeper than just a health policy or health promotion

programs. She believes that the impact of colonization is ‘toxic’ and is still impacting Aboriginal

people today (2014, 10 October). The solution to the problem is about giving the Aboriginal and

Torres Strait Islander people respect and recognition, “… all they had to do was talk to us about

what we need… give us true recognition and acknowledge that we are the custodians of this

country, and give us the respect we deserve…” (L Malamoo 2014, pers. comm. 10 October).

Leone had powerful and strong comments to make. I feel that by receiving written answers

rather than by speaking face to face, the emotional impact of what she has said is not as great.

However, it did mean answers provided were more succinct and had greater clarity. She has such

experience and insight as an Aboriginal woman, Aboriginal Health Worker and someone studying

public health. One aspect of Leone’s comments is that she has seen the issue from different

viewpoints; a personal viewpoint, a practical angle and an academic perspective. This gave her

comments insight to the underlying issues causing the problems. It does mean that she may not be

able to ever clearly see from one viewpoint. For example when she is studying public health, it may

be influenced by emotions relating to the current state of Aboriginal and Torres Strait Islander

health. Whilst this is not necessarily problematic, biases must be considered with any information

received. This was also clear when visiting the National Museum of Australia and during the

discussion about how words are chosen to be included in the dictionary. In all circumstances the


knowledge must be curated and there is personal influence over what knowledge is included and

how it will be presented. This is not unique to talking to Leone as a source but is more obvious as

she can consider the topic from distinctly different angles.

Leone’s comment showed that there is a burden of frustration and grief about what has

happened in the past as well as the current situation. It shows that there is not complete

reconciliation between Aboriginal and Torres Strait Islander communities and non-‐Indigenous

Australians. I do not know how we will change the situation, it does appear that with every

generation trust and understanding increases. However with every new generation that comes, an

old generation must pass and with it more traditional Aboriginal culture and understanding may

also be lost. Leone’s comments make me consider and question how we can reach true

reconciliation. It also makes me realise that while consultation about services may be a start to

improving health problems, it will not be the solution if Aboriginal people still feel controlled,

disrespected and unrecognized. I cannot comprehend how this can be achieved.


FINAL REFLECTION

Aboriginal and Torres Strait Islander health is a complex and confusing issue. While I

cannot offer a solution to the problem there are some key themes throughout all the three sources I

have looked at. The first is facilitating communication and consultation with Aboriginal and Torres

Strait Islanders. This is to find out what they believe can be done to help them and how they can be

involved in making active decisions about their healthcare. This will ensure changes made in

communities have the support of community members and target the issues they feel are

important. The second idea encompasses understanding and recognition. This is understanding

and recognizing the effects of colonization are still present. It is also understanding and

recognizing the rich and vibrant Aboriginal and Torres Strait Island culture, traditional knowledge,

traditional lifestyle and heritage. If the first two ideas are followed, this should lead to providing

holistic and needs based healthcare programs. They will be programs that are supported by

Aboriginal and Torres Strait Islanders, encompass their needs, treat underlying issues and prevent

further damage whilst fostering their cultural differences and allowing them to embrace their

heritage. All these ideas come under the broader scope of reconciliation and allowing Aboriginal

and Torres Strait Islanders to be proud of who they are and recognizing that they are not a burden

to the system but are people who need support as we try to work through the issues together.

This exploration has taught me so much more than just about Aboriginal and Torres Strait

Islander health. One lesson is that people are people, they are not just statistics. This means that

talking and listening to people is a valid and important form of research. It allows you to clearly

hear the human and emotional side to an issue. This means you can gain insight and understanding

to the deeper underlying cause. Another lesson is that people are people and this means they can

be unpredictable and have different viewpoints to me. This follows on from the pervious point and

highlights how important listening to people is to understand their viewpoint on the issue and why

they act the way they do. This means that people may not always act in a way that I perceive as

their best interest because they may have a different understanding of an issue, different

knowledge or information, or different priorities.

There are practical applications of things I have unintentionally learnt from this

exploration. Firstly, I need to always consider that not everyone will have the same understanding,

opinion, beliefs or thought patterns as me. This is something I must remember this as I deal with

people from other academic disciplines, backgrounds, and cultures. When appropriate, I will also

try to consider multiple perspectives on an issue whilst acknowledging any inherent bias. I must

always remember to be caring, considerate, empathetic, and put the person first.


Aboriginal and Torres Strait Islander health is a multifaceted challenge that is difficult to

unpack. Whilst this reflection barely begins to unravel the complexity of the issue, there are some

main points that I believe can be gained from my reflection. One is that we must facilitate

communication and consultation with Aboriginal and Torres Strait Islanders. This will allow them

to be active decision makers in their own health care and programs implemented will have

community support. The second is that we must continue to provide understanding and

recognition for the damage that has been done to Aboriginal and Torres Strait Islanders by

colonization in the past. We must continue to recognise and understand the rich Aboriginal and

Torres Strait Islander culture and heritage. By exploring the gap in the knowledge about Aboriginal

and Torres Strait Islander health, it has also revealed to me a far greater and deeper gap. This is the

gap of how Australia can strive to achieve true reconciliation and understanding of Aboriginal and

Torres Strait Islander culture and community. While there are many things in Aboriginal and

Torres Strait Islander health that can be improved, it appears that complete resolution of the issue

will not come until there is complete understanding and reconciliation.


References Australian Bureau of Statistics (ABS) 2012, 2076.0-‐ Census of Population and Housing: Characteristics of Aboriginal and Torres Strait Islander Australians, 2011, viewed 20 September 2014, http://www.abs.gov.au/ausstats/[email protected]/Lookup/2076.0main+features902011 Australian Bureau of Statistics (ABS) 2011, 4102.0 -‐ Australian Social Trends, Mar 2011, viewed 18 September 2014, http://abs.gov.au/AUSSTATS/[email protected]/Lookup/4102.0Main+Features10Mar+2011 Australian Bureau of Statistics (ABS) 2012, 2075.0 -‐ Census of Population and Housing -‐ Counts of Aboriginal and Torres Strait Islander Australians, 2011, viewed 18 September 2014, http://www.abs.gov.au/ausstats/[email protected]/Lookup/2075.0main+features32011 Australian Bureau of Statistics (ABS) 2012, 2076.0 -‐ Census of Population and Housing: Characteristics of Aboriginal and Torres Strait Islander Australians 2011, viewed 27 October 2014, http://www.abs.gov.au/ausstats/[email protected]/Lookup/2076.0main+features302011 Australian Government 2014, Closing the Gap Prime Minister’s Report 2014, viewed 27 October 2014, http://www.dpmc.gov.au/publications/docs/closing_the_gap_2014.pdf Australian Indigenous HealthInfoNet 2014, Overview of Australian Indigenous health status 2013 Introduction, viewed 18th September 2014, http://www.healthinfonet.ecu.edu.au/health-‐facts/overviews/introduction Australian Institute of Health and Welfare (AIHW) Canberra 2013, Spending on Indigenous health reaches $4.6 billion, viewed 27 October 2014, http://www.aihw.gov.au/media-‐release-‐detail/?id=60129542830 Department of Prime Minister and Cabinet 2014, Closing the Gap Prime Minister’s Report 2014, Government Printer, Canberra. Hampton R & Toombs M, Indigenous Australians and health-‐ The Wombat in the Room, Oxford University Press, South Melbourne. Martinez SL & Stager GS 2013, Invent To Learn: Making, Tinkering, and Engineering in the Classroom, e-‐book, Constructing Modern Knowledge Press, Kindle Edition. Trudgen, R 2000, Why Warriors Lie Down and Die, Aboriginal Resource and Development Services Inc., Parap.


Review of the peer review process The peer review process was helpful in many different ways but also challenging. The first

part of the process is reviewing someone else work. This meant that you put considerable thought

into the outcomes of the assessment task and how it is being marked. This allows you to have

greater clarity of thought about what is expected for the assessment and what an ideal assignment

includes. You must also consider the different ways that someone can approach the same issue.

This needs to be recognised so that you can equitably mark another persons work. You may have

explored the problem in a different way, but it is not necessarily a better or the correct way. These

two things give you the opportunity to go back and critique your own work as you now have a

clearer understanding of the require outcomes for the assessment and by what criteria it is being

marked. You can also consider the angle that another person took and try and apply it to your own

portfolio. It is also helpful to receive advice and critique from another person who has not read

your work before. The peer review process can help you analyze your own work and gives you

alternate perspectives to consider.

The peer review process is challenging in two main ways. The first is receiving conflicting

reviews. By receiving multiple peer reviews you will get varying advice; what one person likes

about the portfolio, another person may hate. This places you in a position of having to discern

what is helpful advice and what is not. You cannot follow all the advice given so you must carefully

consider the critiques made. Another challenging aspect is those reviewing your work are likely to

have differing perspectives. Whilst this is beneficial in many respects it can be challenging as they

may envision your portfolio topic in a very different way. They may not quite understand the point

of the portfolio and the message you are trying to get across. Whilst this means that you must

reconsider the way you have presented your information, as it may not be clear enough, it means

you must cautiously take their advice as they may have a different idea in mind.


Tutorial tickets

CONERSTONE KNOWLEDGE

Genes are the unit of inheritance. They allow a trait to be passed from a parent to an

offspring. It is important to study genes as it is vital to the theory of evolution of natural

selection. In everyday life the study of genetics is used for disease diagnosis and cure,

improvement of crops and stock, forensic testing, conservation and classification of species. A

human contains two copies of genes for every trait. One copy from their mum and one copy from

their dad. This means that not every gene is seen as a trait. For example, you may have brown hair

but you might have a gene for red hair from your mum, and a gene for brown hair from your

dad. This means that parents will not have children that look like an average or 50:50 combination

of traits from mum and dad.

Genes are stored and transferred through DNA. All lifeforms have DNA. This means that when DNA

is transferred from one cell to another cell and from parent to offspring, so are the genes. The

information is stored in DNA like a code. The code is decoded by the body into genes and translated

into traits. The genes give the body instructions about a particular trait or process that should

occur.

Week 3. BUILDING KNOWLEDGE

What preconceptions did you bring to the scenarios that we explored during the building exercise?

Were your preconceptions different to your collaborators’? Were your preconceptions challenged?

We were asked to redesign Union Court, the central student area of ANU, and build it with

Lego. Initially, I would have denied having preconceptions about this task but on reflection, I did. I

envisioned the new Union Court as open plan and spacious, a seamless flow of outside to in, and as

an inviting and welcoming place. My assumption was that most of the group would have the same

vision in their mind. I soon realised that other people in the group had preconceptions, but they

were different from mine. Some wanted a giant dome to protect us from the weather, another

wanted a swimming pool whilst someone else wanted a security system. This process made me

consider that there could be better ways of thinking about the problem and designs that I had not

considered. It made me realise that one design may not suit everyone and that compromise would

need to be reached.


In light of the education theory of constructivism I asked myself, what knowledge had I gained from

this exercise? The past knowledge was my perception of what makes up a good community space

and the assumption that everyone had the same perception. The new experience was planning out

a community space with a group of people. Through my previous knowledge and the new

experience means that I know have new knowledge; knowledge and understanding that different

people have different needs and desires for their physical surroundings.

It was not essential for us to build the plan out of Lego, we could have easily discussed our ideas

and drawn in on paper. By physically having to work together towards a common goal we had a

need to discuss our plans and communicate about what parts we were building. To do this we had

to understand the viewpoint of other people as we could not go off by ourselves and make our own

model, we were forced to work together. In turn, this allowed the knowledge we were learning to

be developed and matured in a far richer way than if we had just discussed our plans. Through

active engagement in a physical process, my preconceptions and previous knowledge about an idea

were challenged and changed.

Week 4. NATURE OF KNOWLEDGE

Consider the disciplinary knowledge that you identified for the first tutorial. Your Learning Portfolio

will be based around finding a Gap in this (or other) knowledge. Do you think that this knowledge a

belief or a truth? What value set do you bring to this knowledge?

My cornerstone knowledge is that traits can be transferred and passed on from parent to offspring

through genes. The genes are stored in DNA like a code. The DNA can be replicated and decoded

by the body into genes. These genes can be passed from one cell to another. I ask myself, “how do I

know this?” and consider all the ways that the knowledge can be influenced. This includes;

language, sense perception, emotion, reason, imagination, faith, intuition and memory. This

knowledge is currently influenced by language, reason and imagination. It is not knowledge that I

have physically percieved. In some ways I have, I am made from DNA and am a product of my

genes but I have not discovered this knowledge by looking at the double helix of the DNA or seeing

the sequence of molecules of my genes. Although I would say emotion does not influence this

knowledge, it probably does. I have a vested interest that this knowledge is correct and would seek

to defend it because of that. In regards to faith, the belief of God or a divine being, I do not think

this would have a large impact. It is knowledge that is rarely disputed between those who believe

in divine power and those who don’t. It is not information that I have used my intuition and it is not


based on my memory of an experience.

This knowledge is not independent of my perception, emotion, faith, intuition and memory, but

rather that it is more influenced by language, reason and imagination. This is because I received

the knowledge through language. It has been presented in a way that inclines me to accept it. The

idea has been presented in multiple ways so the language portrays different subtilizes of the

knowledge. I have processed the information using reason and considered alternative theories. To

combine these different ways of knowing, I have used my imagination. I ‘see’ the process going on

in my mind to conceive what is happening in a place that I will never see. There are many ways of

knowing that will contribute to one piece of knowledge. I do not believe that anything is truth but

that rather some things are more convincing than others. What causes you to be convinced of the

knowledge will change greatly from one piece of knowledge to the next.

International Baccalaureate Organization 2014, Ways of knowing, viewed 12 August 2014,

https://ibpublishing.ibo.org/exist/rest/app/tsm.xql?doc=d_0_tok_gui_1304_1_e&part=2&chapter=

3


Week 5. VISUALISING KNOWLEDGE

Title: Genes

Medium: Microsoft Word for Mac 2011, Version 14.2.3 and iPhone 5S.

Artist statement: A depiction of genes as the molecule, the chemical, the DNA double helix and

expressed as a number of traits.


Week 6. KNOWLEDGE & POWER

Take a critical look at the knowledge in your portfolio. Consider a potential power structure within

that knowledge (ie. who owns it, or controls it), and look at how it has been been used to open up

(share) or close down (silo) that knowledge.

I do not believe that anyone particularly owns the knowledge about DNA and genes. While

individual people may have discovered different parts of the knowledge, science mostly works in a

way that is collaborative and by its nature, must be accessible to others. The scientific method

involves conducting research in a way that can be scrutinized, examined and repeated by others.

All actions must be accurately recorded and the research published into peer-‐reviewed journals.

The current form of acceptance of scientific knowledge is through peer-‐reviewing the work of other

people and then it being put into a journal so that other people can analyze the information given.

In some respect, I guess the scientists own the knowledge. To some extent scientists within that

particular field of research may actually even control the knowledge. This is because the language

used and information presented in journals is mostly not very easy to understand without

background knowledge from that area of study. So while most people have access to scientific

knowledge, the ease of access may be another matter.

Week 7. TRADTIONAL KNOWLEDGE

Consider your Portfolio knowledge. How is that knowledge handed down or passed on to the next

generation (ie, conversations, publications, instruction manuals)? What limitations and/or

opportunities does this format have on the knowledge?

The knowledge about genetics and DNA has evolved and taken place in the last 200 years and

would not be considered traditional knowledge. The knowledge has been passed down initially

through publications in scientific journals. It is now passed on through current research in scientific

journals, books and textbooks, and is now taught in classrooms at school. When the information

was only disseminated through scientific journals this posed a problem as not everyone had access

to the knowledge and not everyone could understand it. The knowledge contained in scientific

journals is often very specific and communicated in a language that is hard for the everyday person

to understand. Now that the knowledge is taught in schools it has greater accessibility because

when we talk we don't use the same language that is used in scientific journals. It also means that

as we translate the knowledge to be communicated to different audiences, not just those studying

science, it makes those communicating the idea distil the knowledge and give it clarity. This in turn

makes the knowledge more applicable to everyday life. It is somewhat perpetuating and the use of


the knowledge evolves. When you make knowledge relevant to everyday life, people can use it,

understand it, discuss it and make it relevant to everyday life. So while this knowledge does not

originate in an oral and informal way, the everyday understand of the knowledge means it is

communicated orally and discussed informally.

Week 8. CULTURAL KNOWLEDGE

This week there is an opportunity to reframe your knowledge. Briefly restate what you are going to

explore, and list what sorts of protocols are required before this knowledge can be accessed (for

example, what are the protocols/norms involved in accessing knowledge on the internet in Australia)

The quality of Indigenous health and the life expectancy gap between Indigenous and non-‐

Indigenous Australians is still a big problem today. I will be exploring the causes for this

gap, the why we haven’t been able to solve the life expectancy gap and the health issues, and

what are some ways to move towards fixing the problem. Just one of these questions alone

could be someone’s life work. So, I will be doing a reflection on a limited number of

sources. When I am looking for knowledge my first reference is normally the Internet. I use

a search engine using terms that I believe will get me the information I want. I then look for

information that is from a supposedly ‘reputable source’. This may include statistics from

the Australian Bureau of Statistics, Government reports and policies, Australian Institute of

Health and Welfare information, and peer reviewed journal articles. I try to ensure the

sources are recent or up to date and the information is consistent across multiple

sources. Once I have done background research on the Internet, I then plan to read a book

on the issues and interview/question some people who have had personal experience of the

issue. For most of my other classes I limit my sources to peer reviewed journals and

quantitative evidence. When I am looking for sources for this type of project I want to try

and get information that will give me a mix of quantitative data and statistics but also

qualitative, personal insight and opinion of the topic. As the information given in the

Traditional knowledge panel and the Cultural knowledge panel has shown, knowledge,

information and solutions to problems are much more that statistics or

experimentation. By trying to hear a mix of personal stories with quantitative information,

it will give me a broader view of the topic.


Week 9. COLOUR as KNOWLEDGE

Map your knowledge (or at least think about how this could be done) from someone else’s portfolio

topic to your portfolio topic (see last week’s tickets). Are there similarities or differences?

Looking at the portfolio ideas of other people I realised that it is hard to map the knowledge of one

portfolio onto another because the portfolios currently don’t contain significant amounts of

knowledge. They contain mostly questions. Instead I have mapped the questions and problems

solving style of Olivia’s portfolio to mine. Although very different topics, the type of questions

being asked is similar. This shows a often universal style of problem solving that is common to

many areas.

Mine Olivia General

What is Indigenous

health like in Australia

today?

What is the general

education process like

currently?

What do I know about

this problem? What is

the task?

What would the health

system ideally look like?

What are best practice

theories of creativity and

education?

What ideas do I have?

What are the best ideas?

Why haven’t we been

able to fix the current

problem?

What are the problems of

implementing a more

creative approach?

How well did my solution

work?

What can we do now to

try to resolve the issue

and improve Indigenous

health?

Where are the efforts to

incorporate creativity

best focused?

What have I learned?

How can I improve?


Week 10. SCIENCE and DISCOVERY

How is a scientific truth constructed differently to other knowledge? Could you ‘prove’ your

Portfolio topic in a scientific frame? What evidence would you need to prove it? What

knowledge would you build upon?

This question is difficult for me to answer. As I have mostly stuck to the science the

question I am asking myself is: how is knowledge in areas other than science constructed? I

realised I do not have a good grasp of this idea. I am finding I have to think about this while

exploring my portfolio topic. The data analysis has been done in the past, we have tried

different ‘solutions’ to the problem and is has not significantly helped. To complicate

potential solutions, the problem was caused by people who believed what they were doing

was right but instead created a giant mess (understatement!!!). Even as questions are asked

and hypothesis formed, you cannot preform experiments in communities with people as

you would in a lab. Small-‐scale experiments may be conducted by running trial treatments,

early intervention programs, and community controlled projects. However, many of these

programs do not appear to have taken into consideration the complexity of human nature.

This must be taken into consideration for all public health problems. It seems for

Aboriginal health that the complexity of the issue, the depth of the root causes and

consequences of human interaction have all been underestimated. I am starting to

understand that people do not always act for their best interest or to what, as an outsider,

appears most logical or beneficial. My own knowledge does not encompass enough

information to understand the reasons for someone’s reactions, behavior and thought

processing; I doubt that it ever will. I must always remember this as I deal with other

people and as I explore topics in public health. I do not think that the issues in Australian

Indigenous health are things that can be ‘proved’ and I must strive to understand how

knowledge is created in other disciplines outside science.

Documents

Portfolio FINAL LKIRK · VCUG2001,)2014) Portfolio) U5561840) VCUG2001()Creating)Knowledge2014) Portfolio()U5561840)) Thegap:)thegapinknowledgeabout)thegapinAboriginal)andTorresStrait