Health literacy and Australian Indigenous peoples: an analysis of the role of language and worldview

Abstract

This article delineates specific issues relating to health literacy for Indigenous Australians. Drawing on the extensive experience of the authors' work with Yolu people (of north-east Arnhem Land) and using one model for health literacy described in the international literature, various components of health literacy are explored, including fundamental literacy, scientific literacy, community literacy and cultural literacy. By matching these components to the characteristics of Yolu people, the authors argue that language and worldview form an integral part of health education methodology when working with Indigenous people whose first language is not English and who do not have a biomedical worldview in their history. Only through acknowledging and actively engaging with these characteristics of Indigenous people can all aspects of health literacy be addressed and health empowerment be attained. So what? The health literacy of Indigenous Australians can be improved by promoting the oral use of the people's first language in the health sphere and the use of in-depth language and worldview-based educational methodologies. It is also necessary to support Indigenous patients in decoding public health information and to place greater value on the Indigenous health worldview.

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