MAORIHTH 701 : Foundations of Māori Health
Medical and Health Sciences
2021 Semester One (15 POINTS)
The course is founded on an approach to Māori health which is evidence-based, affirms Māori rights, and is centred on a critical analysis of ethnic inequities in health. The course draws heavily on social epidemiological theory and methods, examining the unequal social distribution of health resources and determinants to identify how inequities in health are created and maintained, and how they can be reduced and eliminated.
Underpinning this is a conviction that Māori health is for everyone, and that everyone has a responsibility to address Māori health in the context of improving the health of all people. It is important that in all aspects of public health we actively and consciously avoid contributing to the status quo of perpetuating and exacerbating inequalities. By understanding the systems and processes that contribute to inequalities in health between Māori and non-Māori, students will be able to critique policies, practices and interventions that fail to meet Māori needs. It is envisaged that each student will become an effective advocate for Māori health and act as a catalyst for Māori health development within their own area of practice.
Dr. Sarah Herbert
Capabilities Developed in this Course
|Capability 1:||Disciplinary Knowledge and Practice|
|Capability 2:||Critical Thinking|
|Capability 3:||Solution Seeking|
|Capability 5:||Independence and Integrity|
|Capability 6:||Social and Environmental Responsibilities|
- Discuss the basic tenets of Māori health and the historical and contemporary determinants of Māori health and wellbeing. (Capability 1.2, 2.1, 3.2 and 6.1)
- Describe in general terms, current Māori health status and Māori: non-Māori inequities in health (Capability 1.1, 1.2, 1.3 and 6.1)
- Explain how health inequities between Māori and non-Māori have been created and are maintained (Capability 1.1, 2.1, 3.2 and 6.1)
- Critique prevalent discourses and representations of Māori health and inequalities. (Capability 1.2, 2.1, 3.2 and 6.1)
- Define racism and privilege, and explain how they contribute to health inequities in Aotearoa/New Zealand. (Capability 1.1, 1.2, 2.1, 6.1 and 6.3)
- Critically assess health policy, research, services, programmes and interventions in terms of their capacity to improve Māori health and reduce health inequities (Capability 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 5.2, 6.1 and 6.3)
- Provide arguments to support the prioritisation of Māori health in his or her area of practice, drawing on indigenous rights and the Treaty of Waitangi. (Capability 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 6.1 and 6.3)
- Critically reflect on own personal and or professional role and practice with regard to Māori health and inequalities. (Capability 1.1, 1.3, 2.1, 2.2, 5.2, 6.1 and 6.3)
- Apply the principles introduced in the course relating to health promotion, policy, research, health services planning and delivery to improve Māori health and reduce health inequities. (Capability 1.1, 1.2, 1.3, 2.1, 3.1, 3.2, 6.1 and 6.3)
|Media Discourse Analysis||20%||Individual Coursework|
|Written Assignment involving essay + critical reflection||40%||Individual Coursework|
|Final Exam||40%||Individual Coursework|
|Assessment Type||Learning Outcome Addressed|
|Media Discourse Analysis|
|Written Assignment involving essay + critical reflection|
Overall, a 15 point postgraduate course is estimated to require 10 hours a week over a 12 week semester, including campus attendance, reading, assignments, study and exams.
Dr. Sarah Herbert and Dr Anneka Anderson will have overall responsibility for the course and there will be guest lecturers from Te Kupenga Hauora Māori and externally. The course is taught in full day blocks at the Grafton Campus.
The course will consist of approximately 28 contact hours (4 days on campus).
Between the campus days students are expected to access their course information on Canvas and receive all information on their University email.
Although it is difficult to give a general estimate of study time commitment to the course, it is suggested for this course that three to four hours be set aside to prepare for each teaching day.
Attendance is expected at scheduled activities including the 4 x teaching days to complete components of the course.
Most lectures will be available as recordings. Other learning activities including class activities will not be available as recordings.
The course may include live online events including group discussions.
Attendance on campus is required for the exam.
The activities for the course are scheduled as a block delivery.
A list of essential readings is given for each session. Students will be expected to have read these prior to the sessions, and to be prepared to discuss the issues and questions arising from them. This is intended to help students expand their reading on each topic, and is also designed to assist with assignment work. Students are, however, encouraged to read much more widely. In preparing assignments, students will be expected to have gone well beyond the references listed.
Given the rapidly changing nature of each topic, it is certain that significant readings will become available after the preparation of this coursebook. Where these become part of the recommended reading, students will be advised.
• Robson B, Harris R. (eds). 2007. Hauora: Māori Standards of Health IV. A study of the years 2000-2005. Wellington: Te Rōpū Rangahau Hauora a Eru Pōmare. Available online at www.hauora.maori.nz/hauora/
Required readings for each session are listed in the session outlines. Most readings will be available electronically via canvas:
Please note that not all required readings can be reproduced in the course workbook or electronically due to copyright restrictions.
At the end of every semester students will be invited to give feedback on the course and teaching through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions.
Your feedback helps teachers to improve the course and its delivery for future students.
Class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.
A fundamental principle of the course is the assimilation of knowledge and the acquiring of new skills within a cooperative, collegial learning environment. Teaching and learning approaches depend significantly on active participation of students, so it is expected that students will attend all the sessions.
Course materials are made available in a learning and collaboration tool called Canvas which also includes reading lists and lecture recordings (where available).
Please remember that the recording of any class on a personal device requires the permission of the instructor.
The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed against online source material using computerised detection mechanisms.
All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.
Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website http://disability.auckland.ac.nz
If your ability to complete assessed coursework is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due.
If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page https://www.auckland.ac.nz/en/students/academic-information/exams-and-final-results/during-exams/aegrotat-and-compassionate-consideration.html.
This should be done as soon as possible and no later than seven days after the affected test or exam date.
In the event of an unexpected disruption we undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions the University has contingency plans to ensure that access to your course continues and your assessment is fair, and not compromised. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator, and if disruption occurs you should refer to the University Website for information about how to proceed.
Student Charter and Responsibilities
The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter https://www.auckland.ac.nz/en/students/forms-policies-and-guidelines/student-policies-and-guidelines/student-charter.html.
Elements of this outline may be subject to change. The latest information about the course will be available for enrolled students in Canvas.
In this course you may be asked to submit your coursework assessments digitally. The University reserves the right to conduct scheduled tests and examinations for this course online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. The final decision on the completion mode for a test or examination, and remote invigilation arrangements where applicable, will be advised to students at least 10 days prior to the scheduled date of the assessment, or in the case of an examination when the examination timetable is published.