Djäkamirr: Exploring principles used in piloting the training of First Nations doulas in a remote multilingual Northern Australian community setting

• Published in: Women and birth : journal of the Australian College of Midwives Vol. 37; no. 3; p. 101573
• Main Authors: Ireland, Sarah, Bukulatjpi, Dorothy Yuŋgirrŋa, Bukulatjpi, Evelyn Djotja, Gundjarraŋbuy, Rosemary, Adair, Renee, Roe, Yvette, Moore, Suzanne, Kildea, Sue, Maypilama, Elaine Ḻäwurrpa
• Format: Journal Article
• Language: English
• Published: Netherlands Elsevier Ltd 01.05.2024
• Subjects: Australia; Decolonising participatory action research; Doula; Doulas; Education; Female; First Nations; Humans; Learning; Maternal health; Maternal Health Services; Parturition; Pregnancy; Australia; First Nations; Education; Doula; Maternal health; Decolonising participatory action research
• ISSN: 1871-5192; 1878-1799
• DOI: 10.1016/j.wombi.2023.12.007

There is growing evidence in First Nations doula care as a strategy to address perinatal inequities and improve maternal care experiences. However, there is no evidence around the approach and principals required to successfully deliver First Nations doula (childbirth) training. To explore and describe the approach and principles used in piloting the training of First Nations doulas in remote, multilingual Northern Australian community settings. Case study with participant interviews to identify principles underpinning our Decolonising Participatory Action Research (D-PAR) approach and training delivery. Reflections on our D-PAR research process identified enabling principles: 1) Use of metaphors for knowledge reflexivity, 2) Accommodate cultural constructions of time 3) Practice mental agility at the Cultural Interface, 4) Advocate and address inequities, 5) Prioritise meaningful curriculums and resources, 6) Establish cross-cultural recognition and validity; and 7) Ensure continuity of First Nations culture and language. The success of our doula training pilot disrupts a pervasive colonial narrative of First Nation deficit and demonstrates that respectful, genuine, and authentic partnerships can power transformative individual and collective community change. Our D-PAR approach assumes mutual learning and expertise between community and researchers. It is well suited to collaborative design and delivery of First Nations reproductive health training.