Communicating privilege and faculty allyship

‘We only come from one perspective’: Exploring experiences of allies supporting expert by experience leadership in mental health education

“…Academics tend to focus on allyship actions that operate at the individual or interpersonal level, for example supporting the implementation of a single EBE position. Consequently, they largely fail to identify structural actions, that will contribute to embedding EBE positions into academic institutions or departments (Hanasono et al, 2022). Operating at both levels is essential to implement and sustain EBE leadership (Hanasono et al, 2022).…”

“…Consequently, they largely fail to identify structural actions, that will contribute to embedding EBE positions into academic institutions or departments (Hanasono et al, 2022). Operating at both levels is essential to implement and sustain EBE leadership (Hanasono et al, 2022). Genuine allyship embodies far more than being supportive.…”

“…Participants in our study described the importance of educating colleagues about the rationale and benefits of EBE leadership in mental health education and acting against colleagues' discriminatory behaviour by challenging negative attitudes and perceptions about EBE. These allyship actions are directed at the interpersonal or individual level (Hanasono et al, 2022). Arguably this contributes to the time and effort required to enact allyship, as observed in the current study and identified in the literature (Warren et al, 2022; Zhuo et al, 2021).…”

“…This suggests health professional academic allyship has powerful potential. Conversely, research indicates that the realisation of that potential depends heavily on what motivates the aspiring ally, how they support the EBE and whether they understand the importance of supporting rather than directing the EBE agenda (Hanasono et al, 2022; Kutlaca & Radke, 2022).…”

“…Recent research suggests that structural and organisational barriers, such as pay and integration into the academic environment, along with concerns about exploitation and paternalism can hinder the efforts of both established and potential allies to further support embedding meaningful leadership of EBE in health professional education (Happell, O'Donovan, Warner, et al, 2022). How university faculty members define and experience privilege, and enact allyship to promote diversity, equity and inclusion with students and staff from minority backgrounds was recently investigated (Hanasono et al, 2022). Most acts of allyship occurred at the interpersonal or individual level, with few examples being aimed at the structural or institutional level where more systemic change is likely.…”