Decolonising pharmacy education: Broadening epistemic perspectives and advancing curricular inclusion

Abstract

Introduction

Pharmacy education curricula remain predominantly influenced by Western biomedical paradigms, often marginalising diverse cultural and Indigenous health perspectives, which limits culturally responsive patient care.

Perspective

Integrating epistemic pluralism, critical consciousness, and cultural safety frameworks from broader healthcare education can foster curricula reflective of diverse healing traditions. Curricular co-creation with marginalised communities further supports inclusive pharmacy education.

Implications

Effective decolonisation requires comprehensive curriculum audits, targeted faculty training in inclusive pedagogies, authentic community engagement, and alignment with regulatory standards. Interdisciplinary collaboration enriches pharmacy curricula, preparing culturally competent pharmacists to address health disparities and provide patient-centred care in diverse communities.

This paper offers a conceptual and advocacy-oriented perspective that outlines why and how pharmacy education should be reoriented through decolonising principles.