‘Decolonising the Medical Curriculum‘: Humanising medicine through epistemic pluralism, cultural safety and critical consciousness

Wong, Sarah H. M.; Gishen, Faye; Lokugamage, Amali

doi:10.14324/lre.19.1.16

Cited by 30 publications

(31 citation statements)

References 106 publications

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“…Another related factor in an integrated curriculum is decolonization not only in the natural sciences, but also in the social sciences (Wong et al 2021 ; Connell 2018 ; Ideland 2018 ). A decolonized curriculum must aim to disrupt the educational process along the following lines: challenge Western epistemological dominance in knowledge production; self-criticism of existing forms of knowledge; acknowledge and create space for inclusive and diverse forms of knowledge and learning (Andreotti et al 2015).…”

Section: Critical Pedagogy and Operationalizing Edi For Success: Opti...mentioning

confidence: 99%

Beyond tokenism and objectivity: theoretical reflections on a transformative equity, diversity, and inclusion agenda for higher education in Canada

Mugo

Puplampu

2022

SN Soc Sci

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Universities, the sites for objective knowledge, apolitical and legitimized to contribute to human and intellectual capacity, find themselves in a tenuous position on issues of merit, equality, and fairness. On one hand, social forces have demonstrated how universities have been institutions for the production and reproduction of systemic inequality. On the other hand, universities maintain that they are well positioned, as part of their institutional renewal practices, to address contemporary calls for Equity, Diversity, and Inclusion (EDI). Since universities are now eager to embrace EDI principles, it is appropriate to demonstrate their historical failures and provide some recommendations towards institutional renewal. Drawing on critical pedagogy, the paper examines selected academic contributions and knowledge claims that have reproduced systemic inequality, specifically on the discourse on human classification. The broader question is whether universities are simply going through the motions and hope EDI is a fad or are serious about institutional renewal and transformative changes. The study offers some ideas on how universities can pursue transformative changes grounded on EDI principles.

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Section: Critical Pedagogy and Operationalizing Edi For Success: Opti...mentioning

confidence: 99%

Beyond tokenism and objectivity: theoretical reflections on a transformative equity, diversity, and inclusion agenda for higher education in Canada

Mugo

Puplampu

2022

SN Soc Sci

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“…1. Sanctioned ignorance (Wong et al 2021) around the historic unconsented experimentation and treatment of black women and slaves in knowledge creation. 2.…”

Section: Data Sourcesmentioning

confidence: 99%

Respectful maternity care in the UK using a decolonial lens

Lokugamage

Robinson

Pathberiya³

et al. 2022

SN Soc Sci

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Respectful maternity care (RMC) is part of a global movement addressing the previous absence of human rights in global safe maternal care guidance. RMC is grounded in kindness, compassion, dignity and respectful working conditions. The decolonisation movement in healthcare seeks to dismantle structural biases set up from a historically white, male, heteronormative Eurocentric medical system. This article applies a decolonising lens to the RMC agenda and examines barriers to its implementation in UK healthcare systems. Searches of peer-reviewed journals about decolonising maternity care in the UK revealed little. Drawing from wider information bases, we examine power imbalances constructed throughout a history of various colonial biases yet lingering in maternity care. The overarching findings of our analysis revealed 3 areas of focus: professional structures and institutional biases; power imbalances between types of staff and stakeholders of care; and person-centred care through a decolonial lens. To uproot inequity and create fairer and more respectful maternity care for women, birthing people and staff, it is vital that contemporary maternity institutions understand the decolonial perspective. This novel enquiry offers a scaffolding to undertake this process. Due to significant differences in colonial history between Western colonising powers, it is important to decolonise with respect to these different territories, histories and challenges.

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“…In recent years an increasingly diverse medical student body has raised awareness of systemic racism in the curriculum (Change.org, 2020;Wong et al, 2021). Mukwende's 'Mind the Gap' is one example of change initiated by a minoritised student (SGUL, 2020).…”

Section: Tenet: Experiences and Knowledge Of Racially Minoritised Peoplementioning

confidence: 99%

Health information equity: Rebalancing healthcare collections for racial diversity in UK public service contexts

O’Driscoll¹,

Bawden²

2022

EFI

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COVID-19 illustrated health disparities experienced by racially minoritised people, with heightened risks faced by Black and South Asian communities lending the issue transparency and urgency. Despite efforts to decolonise medical education, deficits in racial representation in research and resources remain. This study investigates the potential and imperatives for healthcare information services to contribute to health equity through their collections. The literature analysis explores collection management, decolonisation, social justice in librarianship, and Critical Race Theory (CRT) as a framework for change in information contexts. A survey of UK National Health Service (NHS) librarians provides a snapshot of awareness of health information inequity. Semi-structured interviews explore information professionals’ experiences of anti-racism in the system. The findings indicate strong engagement with the need for equitable resources but highlight some barriers to success. Opportunities identified include potential for addressing systemic racism in collection policy, capability of information services to influence, or engage in, authorship and publishing to address gaps, and the need for race-based data standards in healthcare. Synthesis of the findings through a framework of CRT tenets illustrates the relevance and utility of CRT as a tool for pursuit of equity in information practice, scholarship, and education.

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‘Decolonising the Medical Curriculum‘: Humanising medicine through epistemic pluralism, cultural safety and critical consciousness

Cited by 30 publications

References 106 publications

Beyond tokenism and objectivity: theoretical reflections on a transformative equity, diversity, and inclusion agenda for higher education in Canada

Beyond tokenism and objectivity: theoretical reflections on a transformative equity, diversity, and inclusion agenda for higher education in Canada

Respectful maternity care in the UK using a decolonial lens

Health information equity: Rebalancing healthcare collections for racial diversity in UK public service contexts

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