Recommendations for Integrating Anti-Racist and Inclusive Pedagogy Strategies into Doctoral Teaching Training in Public Health

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Elizabeth Reisinger Walker, Sarita Pathak, Dawn L. Comeau
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Abstract

Greater use of antiracist and inclusive pedagogy is necessary to address racism in public health education. To effectively prepare the next generation of public health faculty who can support diverse cohorts of students in developing the skills needed to promote health equity, such pedagogies must be integrated into doctoral teaching training. Based on our experiences as co-instructors and student of a doctoral-level course on teaching public health, we offer recommendations for integrating antiracist and inclusive pedagogies into doctoral teaching training. First, integrating student voices, such as letters to academic institutions demanding changes to address institutional racism, can prompt reflection and discussion on how doctoral students’ teaching can contribute to antiracist work. Second, pedagogy courses offer the opportunity to model inclusive teaching strategies that value the participation and perspectives of all students. Third, mentored teaching experiences provide doctoral students opportunities to meaningfully engage in course preparation and delivery, including reflexive consideration of positionality in the context of the course. Fourth, instructors and doctoral students must engage in ongoing and collaborative learning, reflection, discovery, and accountability. We encourage public health programs to assess how antiracist and inclusive pedagogies fit into doctoral teaching training and implement further steps to better prepare future faculty to become antiracist educators.
将反种族主义和包容性教学法战略纳入公共卫生博士教学培训的建议
要解决公共卫生教育中的种族主义问题,就必须更多地使用反种族主义和包容性教学法。为了有效培养下一代公共卫生教师,使他们能够支持不同群体的学生发展促进健康公平所需的技能,必须将此类教学法纳入博士教学培训中。根据我们作为公共卫生教学博士课程的共同导师和学生的经验,我们提出了将反种族主义和包容性教学法融入博士教学培训的建议。首先,整合学生的声音,如致信学术机构,要求改变体制,解决体制性种族主义问题,可以促使博士生反思和讨论教学如何为反种族主义工作做出贡献。其次,教学法课程为示范重视所有学生的参与和观点的包容性教学策略提供了机会。第三,指导性教学经验为博士生提供了有意义地参与课程准备和讲授的机会,包括在课程背景下对立场的反思性考虑。第四,指导教师和博士生必须进行持续的合作学习、反思、探索和问责。我们鼓励公共卫生项目评估反种族主义和包容性教学法如何融入博士教学培训,并采取进一步措施,更好地培养未来的教师成为反种族主义教育者。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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CiteScore
3.10
自引率
33.30%
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