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Diné (Navajo) Traditional Knowledge Holders’ Perspective of COVID-19

Author

Listed:
  • Carmella B. Kahn

    (College of Population Health, University of New Mexico, Albuquerque, NM 87131, USA)

  • DeeDee James

    (Center for Health Equity and Research, Northern Arizona University, Flagstaff, AZ 86011, USA)

  • Shawndeena George

    (Public Health Program, Diné College, Shiprock, NM 87420, USA)

  • Tressica Johnson

    (Public Health Program, Diné College, Shiprock, NM 87420, USA)

  • Michelle Kahn-John

    (School of Nursing, Johns Hopkins University, Baltimore, MD 21205, USA)

  • Nicolette I. Teufel-Shone

    (Center for Health Equity and Research, Northern Arizona University, Flagstaff, AZ 86011, USA)

  • Chassity Begay

    (Center for Health Equity and Research, Northern Arizona University, Flagstaff, AZ 86011, USA)

  • Marissa Tutt

    (Center for Health Equity and Research, Northern Arizona University, Flagstaff, AZ 86011, USA)

  • Mark C. Bauer

    (Public Health Program, Diné College, Shiprock, NM 87420, USA)

Abstract

From the start of the COVID-19 pandemic on the Navajo Nation, Diné (Navajo) traditional knowledge holders (TKHs), such as medicine men and women and traditional practitioners, contributed their services and healing practices. Although TKHs are not always fully acknowledged in the western health care system, they have an established role to protect and promote the health of Diné people. To date, their roles in mitigating the COVID-19 pandemic have not been fully explored. The purpose of this research was to understand the social and cultural contexts of the COVID-19 pandemic and vaccines based on the roles and perspectives of Diné TKHs. A multi-investigator consensus analysis was conducted by six American Indian researchers using interviews with TKHs collected between December 2021–January 2022. The Hózhó Resilience Model was used as a framework to analyze the data using four parent themes: COVID-19, harmony and relationships, spirituality, and respect for self and discipline. These parent themes were further organized into promoters and/or barriers for 12 sub-themes that emerged from the data, such as traditional knowledge, Diné identity, and vaccine. Overall, the analysis showed key factors that could be applied in pandemic planning and public health mitigation efforts based on the cultural perspective of TKHs.

Suggested Citation

  • Carmella B. Kahn & DeeDee James & Shawndeena George & Tressica Johnson & Michelle Kahn-John & Nicolette I. Teufel-Shone & Chassity Begay & Marissa Tutt & Mark C. Bauer, 2023. "Diné (Navajo) Traditional Knowledge Holders’ Perspective of COVID-19," IJERPH, MDPI, vol. 20(4), pages 1-22, February.
    • Handle: RePEc:gam:jijerp:v:20:y:2023:i:4:p:3728-:d:1074083
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    References listed on IDEAS

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    1. Shiloh Deitz & Katie Meehan, 2019. "Plumbing Poverty: Mapping Hot Spots of Racial and Geographic Inequality in U.S. Household Water Insecurity," Annals of the American Association of Geographers, Taylor & Francis Journals, vol. 109(4), pages 1092-1109, July.
    2. Julie Maldonado & T. Bennett & Karletta Chief & Patricia Cochran & Karen Cozzetto & Bob Gough & Margaret Redsteer & Kathy Lynn & Nancy Maynard & Garrit Voggesser, 2016. "Engagement with indigenous peoples and honoring traditional knowledge systems," Climatic Change, Springer, vol. 135(1), pages 111-126, March.
    3. Julie Maldonado & T. M. Bull Bennett & Karletta Chief & Patricia Cochran & Karen Cozzetto & Bob Gough & Margaret Hiza Redsteer & Kathy Lynn & Nancy Maynard & Garrit Voggesser, 2016. "Engagement with indigenous peoples and honoring traditional knowledge systems," Climatic Change, Springer, vol. 135(1), pages 111-126, March.
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    Cited by:

    1. Chassity Begay & Carmella B. Kahn & Tressica Johnson & Christopher J. Dickerson & Marissa Tutt & Amber-Rose Begay & Mark Bauer & Nicolette I. Teufel-Shone, 2024. "Developing a Public Health Course to Train Undergraduate Student Health Messengers to Address Vaccine Hesitancy in an American Indian Community," IJERPH, MDPI, vol. 21(10), pages 1-13, October.

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