Teaching Note—Lessons From Designing and Teaching an Antioppression Capstone Course

Stahl, Kate A. Morrissey; Elkins, Jennifer; Topple, Trasie A.; DeCelle, Kim

doi:10.1080/10437797.2021.1895926

Cited by 4 publications

(5 citation statements)

References 13 publications

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“…The strategies suggest a potential benefit to participating in activities to facilitate learning. This includes participating in theatre of the oppressed (Stahl et al, 2022); an olive farming activity based on knowledge which was developed in the Global South (Simaan, 2020); and an assignment in which one's family is interviewed to explore the history, or lack of history, of immigration and migration (Fernandez, 2018). A longitudinal curriculum seemed preferential to stand alone sessions in facilitating learning.…”

Section: Discussionmentioning

confidence: 99%

“…These articles did not use the term AOP, but the described curriculum focused on anti-oppression. This suggests that these authors (Blanchet Garneau et al, 2018;Holley et al, 2015;Hutchison, 2015;Roy et al, 2022;Stahl et al, 2022) were indirectly conceptualizing AOP. Punchhi et al (2022) conceptualized AOP as a shift to understanding the root causes of inequities and a framework that "centres oppression within the healthcare system" (p. 567).…”

Section: Conceptualization Of Anti-oppression Pedagogymentioning

confidence: 95%

“…An additional five articles (Blanchet Garneau et al, 2018;Holley et al, 2015;Hutchison, 2015;Roy et al, 2022;Stahl et al, 2022) indirectly conceptualized AOP. Blanchet Garneau et al (2018) proposed a critical antidiscriminatory pedagogy to provide guidance on enacting social justice in practice and education.…”

Section: Conceptualization Of Anti-oppression Pedagogymentioning

confidence: 99%

“…Therefore, AOP was conceptualized as reflecting on one's biases, focusing on individuals' experiences and abilities, and learning to resist and mitigate structural inequalities. Roy et al (2022) and Stahl et al (2022) referred to their currciula as anti-oppressive curricula and an anti-oppression capstone course, respectively. This implied that the described curriculum conceptualized AOP even though the term was not defined or discussed.…”

Section: Conceptualization Of Anti-oppression Pedagogymentioning

confidence: 99%

“…The use of the humanities in health professions education assists learners to "enhance empathy, perspective-taking, and openness to different viewpoints, and to prompt reflection of self, others and the world" (Kumagai & Wear, 2014, p. 973), which makes it ideal to support anti-racist or social justice learning in health education. The use of humanities within the small group of articles included Forum Theatre where learners had to develop and enact scenarios in which the oppressor wins then the audience enacts potential solutions in the reenactment of the scenario (Castro Romero & Capella Palacios, 2020;Stahl et al, 2022). The use of humanities also included the incorporation of art, short stories, poetry, books, and podcasts into teaching (Balhara et al, 2022;Godley et al, 2020;Wear et al, 2017).…”

Section: Integration Of Contentmentioning

confidence: 99%

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Anti-oppression pedagogy in health professions: a scoping review

Smith,

McGuire-Adams,

Eady

2024

Adv in Health Sci Educ

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Health professional learners are increasingly called to learn about health inequity to reduce inequities and improve patient care and health outcomes. Anti-oppression pedagogy (AOP) addresses the need for health professional learners to understand multiple health inequities and the structures and systems that produce inequities. However, the inclusion of AOP in health professions education varies and there is a lack of clarity in its conceptualization and integration. A scoping review was conducted to address this gap and to understand how AOP is conceptualized and integrated in health professions education. Thirty-six articles met the inclusion criteria. The articles demonstrated that AOP is not commonly utilized terminology within health professions education. When AOP is integrated, it is not consistently conceptualized but is generally viewed as a broad concept that focuses on antiracism; decoloniality; intersectionality; and supporting learners to understand, critically reflect on, and act against structural and systemic forms of oppressions. In addition, there is variation in the integration of AOP in health professions education with the most common methods consisting of discussions, cases, reflection, learning through lived experiences, and the incorporation of humanities within a longitudinal curriculum. The results of this scoping review highlight the need for health professions education to develop one clear concept that educators use when teaching about anti-oppression, which may reduce working in silos and allow educators to better collaborate with each other in advancing this work. In addition, this review suggests that health professional programs should consider incorporating AOP in curricula with a broad and longitudinal approach utilizing the common methods of delivery. To better support programs in including AOP in curricula, further research is required to emphasize the benefits, provide clarity on its conceptualization, and determine the most effective methods of integration.

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Section: Discussionmentioning

confidence: 99%