This article explores whether and how an integrated approach to health promotion, which draws on indigenous and other worldviews and approaches, can be developed to address more effectively biopsychosocial challenges that constitute barriers to learning and development in education contexts. More specifically, the article aims to investigate whether and how indigenous perspectives to health promotion have been incorporated into support services in Native American contexts and what lessons can be learnt from this for the South African context. An analysis of relevant literature and interviews with 25 key informants in Native American contexts in the United States highlighted the following key challenges relating to incorporating different views of and approaches to health promotion in education in South Africa: facilitating ‘paradigm shifting’ or mindset change; addressing power dynamics relating to ongoing colonialism; developing culturally responsive education support services and life skills education curricula; and developing strong school–community partnerships. The article argues that these challenges could be successfully pursued within a South African health promoting schools framework that reflects the different perspectives of role players in this context.
Africa Today. (2002). Reclaiming old heritage for proclaiming future history. The Knowledge-for-Development Debate in African Contexts, 49(3), 1–20
2.
AmblerM. (1994). Making room for tradition: Tribal Colleges blend the wisdom of traditional healers with the science of western medicine. Tribal College, 5(3), 17–20
3.
AmblerM. (1997). Native scholarship: Explorations in the new frontier. Tribal College, 9(1), 8
4.
BirdM. E. (2002). Health and Indigenous people: Recommendations for the next generation. American Journal of Public Health, 92(9), 1391–1392
5.
BodekerG. C. (2001). Traditional health systems and national policy.London: Research Council for Complementary Medicine
6.
BriggsJ.SharpJ. (2004). Indigenous knowledge and development: Apostcolonial caution. Journal of Third World Quarterly, 25(4), 661
7.
BrockK.AcklinF.NewmanJ.ArbonV.TrindalA.BerminghamM. (1999). Story telling: Australian Indigenous women's means of health promotion. In Indigenous Education around the World. Workshop papers from World Indigenous People's Conference: Education, Albuquerque, New Mexico
8.
BrownD. (1970). Bury my heart at wounded knee: An Indian history of the American West.New York: Holt, Rinehart & Winston
9.
BrownR. (2001). Australian Indigenous mental health. Australian and New Zealand Journal of Mental Health Nursing, 10, 33–41
10.
BullC. C.PrueA.Sr (2003). Wellness in the workplace: Helping our organizations to heal. Tribal College, 14(4), 9–13
11.
CajeteG. (1994). Look to the mountain: An ecology of Indigenous education.North Carolina: Kivaki Press
12.
CookP.WhiteW. (2001). Thunderbirds, Thunder-beings, Thunder voices: The application of traditional knowledge. American Review of Canadian Studies, 31(1/2), 331–348
13.
CrazybullC. (1997). Advice for the non-Native researcher. Tribal College, 9(1), 24
14.
CrowK. (1993). Multiculturism and pluralistic thought in nursing education: Native American world view and the nursing academic world view. Journal of Nursing Education, 32(5), 198–204
15.
CunninghamC.ReadingJ.EadesS. (2003). Health research and indigenous health, British Medical Journal, 327 (Aug), 445–447
Department of Education. (1998). Quality education/or all: Overcoming barriers to learning and development. Report of the National Commission on Special Needs in Education and Training and the National Committee for Education Support Services. Pretoria: Department of Education
18.
Department of Education. (2001). White Paper 6 on Building an Inclusive Education and Training System.Pretoria: Department of Education
19.
Department of Education. (2005). Conceptual and operational guidelines for the implementation of inclusive education: District-based support teams.Pretoria: Department of Education
20.
Department of Health. (2000). Guidelines for the development of health promoting schools/sites in South Africa.Pretoria: Department of Health
21.
Department of Health. (2006). Health promotion policy for South Africa.Pretoria: Department of Health
22.
DonaldD.LazarusS.LolwanaP. (2002). Educational psychology in social context.Cape Town: Oxford
23.
DuranE. F. (2000). Buddha in Redface.Lincoln: Writers Club Press
24.
DuranE.DuranB. (1995). Native American postcolonial psychology.Albany: State University of New York Press
25.
FanonF. (1970). Black skin, white masks.London: Paladin
26.
FasokunT.KatahoireA.OduaranA. (2005). The psychology of adult learning in Africa.Cape Town: UNESCO and Pearson Education S.A
27.
FlisherA.KramerR.HovenC.KingR.BirdH.DaviesM. (2000). Risk behaviour in a community sample of children and adolescents. Journal of the American Academy of Child & Adolescent Psychiatry, 39(7), 881–887
28.
FuchsE.HavighurstR. J. (1983). To live on this earth: American Indian education.Albuquerque: University of New Mexico Press
29.
GarrettM. T. (1999). Understanding the ‘medicine’ of Native American traditional values: An integrative review. Counseling and Values, 43(2), 1–14
30.
GarroutteE. M. (1999). Getting serious about ‘interrogating representation’: An indigenous turn. Social Studies of Science, 29(6), 945–956
31.
GoodmanD. D. (1998). Using the empowerment model to develop sex education for Native Americans. Journal of Sex Education and Therapy, 23(2), 135–144
32.
HarrisC. (2002). Indigenous health: Fulfilling our obligations to future generations. American Journal of Public Health, 92(9), 390–392
33.
HeavyRunnerI.DeCellesR. (2002). Family education model: Meeting the student retention challenge. Journal of American Indian Education, 41(2), 29–37
34.
HeavyRunnerI.MorrisJ. S. (1997). Resilience and health realization: An administrator's perspective. Traditional Native Culture and Resilience (CAREI), 5(1), 1–6
35.
HopaM.SimbayiL. C.Du ToitC. D. (1998). Perceptions on integration of traditional and western healing in the new South Africa. South African Journal of Psychology, 28(1), 8–14
36.
JohnsonB. (2005). Mental health promotion in Western Cape schools. Unpublished Ph.D dissertation, University of the Western Cape, Cape Town, South Africa
37.
KellerJ. A. (2002). When Native foods were left behind. News from native California, 15(3), 22–25
38.
KirmayerL. J.BrassG. M.TaitC. L. (2000). The mental health of Aboriginal peoples: Transformations of identity and community. Canadian Journal of Psychiatry, 45(7), 607–616
39.
LassiterL. E. (2000). Commentary. American Indian Quarterly, 24(4), 601–615
40.
LazarusS. (2004). An exploration of how Native American worldviews, including healing approaches, can contribute to and transform support services in education. Research report submitted to Fulbright Commission, National Research Foundation and University of the Western Cape, Cape Town, South Africa
41.
Leclerk-MadlalaS. (2002). Traditional medical practitioners AIDS training and support programme: Final evaluation report.AIDS Foundation of South Africa, University of Natal, Durban, South Africa
42.
Le GrangeL. (2000). Is there a ‘space’ for enabling disparate knowledge traditions to work together?. South African Journal of Education, 20(2), 114–118
43.
LocustC.LangJ. (1996). Walking two worlds: Native Americans and the VR system. American Rehabilitation, 22(1), 2–11
44.
MainorP. (2001). Family matters: Fort Peck Community College tests holistic approach to student success. Tribal College, 12(4), 10–13
45.
ManganyiC. (1973). Being Black in the World.Johannesburg: Sprocas/Ravan Press
46.
Medical Research Council. (2003). The first South African national youth risk behaviour survey, 2002.Cape Town: Medical Research Council
47.
MollI. (2002). African psychology: Myth and reality. South African Journal of Psychology, 32(1), 9–16
48.
MorganD. L. (2003). Appropriaton, appreciation, accommodation: Indigenous wisdoms and knowledges in higher education. International Review of Education, 49(1/2), 35–50
49.
NebelkolpfE.PhillipsM. (2003). Morning Star rising: Healing in Native American communities. Journal of Psychoactive Drugs, 35(1), 1–6
OlesG. W. A. (1992). ‘Borrowing’ activities from another culture: A Native American's perspective. Journal of Experiential Education, 15(3), 20–22
52.
RaylA. J. S.BleckC. (1993). New technologies, ancient cultures. Omni, 15(10), 46–51
53.
RoothE. (2005). An investigation of the status and practice of Life Orientation in South African schools in two provinces. Unpublished Ph.D dissertation, University of the Western Cape, Cape Town, South Africa
54.
RossJ.RossJ. (1992). Keep the circle strong: Native health promotion. Journal of Speech-Language Pathology & Audiology, 16(4), 291–302
55.
RouseyA.LongieE. (2001). The tribal college as family support system. American Behavioral Scientist, 44(9), 1492–1504
56.
SchlebuschL.RuggieriG. (1996). Health beliefs of a sample of black patients attending a specialized medical facility. South African Journal of Psychology, 26(1), 35–38
57.
SeldenR. (2002). On campus: Family services model expanded nationally. Tribal College, 14(1), 49
58.
SomeM. P. (1998). The healing wisdom of Africa: Finding life purpose through nature, ritual, and community.New York: Tarcher/Putnam
59.
SparksS. (2000). Classroom and curriculum accommodations for Native American students. Intervention in School & Clinic, 35(5), 259–264
60.
StokesS. M. (1997). Curriculum for Native American students: Using Native American values. Reading Teacher, 50(7), 576–585
61.
SwartzL. (1998). Culture and mental health: A Southern African view.Cape Town: Oxford
62.
SwisherK. G. (1996). Why Indian people should be the ones to write about Indian education. American Indian Quarterly, 20(1), 83–90
Tribal College. (2001). Woodland wisdom: Tribal colleges take action to improve community health across America. Tribal College, 13(1), 36–38
65.
van DykA. C. (2001). Traditional African beliefs and customs: Implications for AIDS education and prevention in Africa. South African Journal of Psychology, 31(2), 60–66
66.
van UchelenC. P.DavidsonS. F.QuressetteS. V.BrasfieldC. R.DemercusL. H. (1997). What makes us strong: Urban Aboriginal perspectives on wellness and strength. Canadian Journal of Community Mental Health, 16(2), 37–50
67.
VersluisA. (2001). Way of Native American traditions.London: Thorsons
68.
WeaverH. N. (2002). Perspectives on wellness: Journeys on the Red Road. Journal of Sociology & Social Welfare, 29(1), 5–16
69.
WestbergJ. (2000). Mental health: Healing deep wounds from the inside out. Native Americans in the health professions. Winds of Change, 15(3), 20–28
70.
WestbyC. E.RomanR. (1995). Finding the balance: Learning to live in two worlds. Topics in Language Disorders, 15(4), 68–88
71.
WilberK. (2001). A brief history of everything (2nd ed.). Dublin: Gateway
72.
YeeB. W. K.WeaverG. D. (1994). Ethnic minorities and health promotion: Developing a ‘culturally competent’ agenda. Generations, 18(1), 39–44
73.
ZimmermanM. A.Ramirez-VallesJ. (1996). The development of a measure of enculturation for Native American youth. Journal of Community Psychology, 24(2), 295–310
