Anti-Racism in Our Institutes: Opportunities and Challenges

Informing critical indigenous health education through critical reflection: A qualitative consensus study

“…The additional complexities of social and geo-political location and the availability of ethical space (Ermine, 2007), accompanied by an accountable and safe faculty, shape the possibilities for equitable environments in higher education. (Denis, 2007; Snider, 2020). The reflective tool we co-designed seeks to promote reflection across each of these spheres.…”

“…Anti-oppression interventions, initiatives or strategies must also take into account the character of specific disciplines and fields; particularly those (such as some forms of ‘hard’ science that assume a disconnect from social issues. Constructing reflective statements that incorporate institutional specific language offers a welcoming and familiar approach with which to engage learners who may be at different places along a learning continuum (Ricks et al, 2022; Snider, 2020). Often the basic sciences and applied sciences, which historically have disguised bias and prejudice as legitimate ‘scientific knowledge’, lack curricula focusing on the relationships that these fields have had with different forms of oppression (Hoberman, 2007).…”

“…Focusing on safety structures in interpersonal interactions and within learning spaces to create change also needs to be supported and resourced by university leadership (Jones, 2000). Dismantling bias and confronting the colonial core foundations of Canadian higher education and the health system will come with denial, discomfort and guilt, which if not addressed will likely result in stagnant attitudes, knowledge and behaviours (Snider, 2020). Lack of accountability will continue to enable unsafe (racist, misogynistic, classist and oppressive) faculty by maintaining the priority on white-centred Indigenous health and health equity education (Denis, 2007).…”

“…Thus, it is important we do not compartmentalise our strategies in health professional education but instead take a holistic approach to advancing critical Indigenous health education. The development of a reflective tool that prioritises responsibility, transparency and action fosters the capacity for creating change (Snider, 2020). A shared responsibility for accountability embeds health equity in professional practice and curriculum development.…”

“…An Indigenous-specific anti-racism tool strengthens the scope of existing initiatives by encouraging reflection. A selfmonitoring instrument creates opportunity for self-awareness, helping individuals identify (un) intentional (un)safe behaviours and process discomfort, guilt and fragility in a proactive way (Snider, 2020), rather than a reactive one.…”