Antiracism and the Pursuit of Social Justice

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
K. Bentley, Deborah A Fortune, R. Rooks, Gayle Walter
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引用次数: 2

Abstract

In the field of public health, it is well recognized that addressing the social conditions and structures that influence health (the social determinants of health) is a primary approach to achieving health equity (Centers for Disease Control and Prevention, 2021; Ford & Airhihenbuwa, 2018). We have long discussed racism and discrimination as key determinants of health. For example, prior actions of police officers who killed unarmed Black men and women sparked widespread national and international action and solidarity for social justice related to racism. In addition, COVID-19 has starkly demonstrated how individuals subjected to systemic racism are at disproportionate risk based on structured inequalities at the intersections of race, ethnicity, and social class (Centers for Disease Control and Prevention, 2021). As public health professionals, including SOPHE (Society for Public Health Education), we have reaffirmed the importance of ensuring our students have curricular offerings on race and understanding racism as determinants of health. As a catalyst for expanding pedagogical practice, Pedagogy in Health Promotion is honored to present this collection of articles that address pedagogical concepts and practices explicitly focusing on antiracism and its impact on health and the pursuit of social justice. Racial injustice pervades our global society, and the work of dismantling it extends across disciplines. We are proud to share submissions offering numerous perspectives in the field of public health beginning with student perspectives. We appreciate that some of our authors in this special issue are public health students, showcasing them as co-collaborators in their learning and problem solving on the topics of racism, antiracism, and social justice (Djulus et al., 2021; McSorley et al., 2021). These students are agents of change modeling the way for public health faculty, practitioners, and other students to address racism as a public health problem. In response to their examples, we encourage undergraduate and graduate public health students to democratize their classroom learning experiences and work to end racism in public health education. The following articles describe pedagogical practices to incorporate concepts related to race, racism, social justice, and oppression within the classroom. The article by Mincey (2021) explains innovative ways to discuss implicit bias with undergraduate public health students. Implicit bias may be uncomfortable to talk about in a large classroom setting, but the techniques described will enable students to examine their own beliefs in an interactive discourse. The techniques will also provide the opportunity to explore factors in society that lead to inequities in health care services delivery (Mincey, 2021). Lightfoot and colleagues (2021) then look at Public Health Critical Race Praxis (PHCRP), in combination with an arts-based approach, to explore racial identity among public health trainees. This unique pedagogical process involves the use of photography to create dual portraits, one that depicts the way the trainee may see themselves, and the other photo is a depiction of how they may be seen by others in a country that is divided by race and racism (Lightfoot et al., 2021). The article by Rich (2021) reminds us that facts and stories to teach and learn about health, race, and social justice are underutilized tools. The research study by Chowdhury and Madden (2021) examines the concept of scientific racism and how pre–health professions students may be influenced by the belief that racial hierarchies may be explained by biological differences and underlying social constructs that contribute to disease and poor-quality care. The next article by Carlos 1054402 PHPXXX10.1177/23733799211054402Pedagogy in Health PromotionBentley et al. research-article2021
反种族主义和追求社会正义
在公共卫生领域,人们普遍认识到,解决影响健康的社会条件和结构(健康的社会决定因素)是实现健康公平的主要途径(疾病控制和预防中心,2021年;福特和全日空,2018)。我们长期以来一直讨论种族主义和歧视是健康的关键决定因素。例如,警察先前杀害手无寸铁的黑人男女的行为引发了广泛的国家和国际行动和团结,争取与种族主义有关的社会正义。此外,2019冠状病毒病鲜明地表明,在种族、民族和社会阶层的交叉点,由于结构性不平等,遭受系统性种族主义的个人面临着不成比例的风险(疾病控制和预防中心,2021年)。作为公共卫生专业人员,包括SOPHE(公共卫生教育协会),我们重申了确保我们的学生获得关于种族和理解种族主义是健康决定因素的课程的重要性。作为扩大教学实践的催化剂,《健康促进教育学》很荣幸地提供这一系列文章,这些文章涉及明确以反种族主义及其对健康和追求社会正义的影响为重点的教学概念和实践。种族不公正现象在我们的全球社会中无处不在,消除这种现象的工作涉及各个学科。我们很自豪地分享从学生角度开始的公共卫生领域的众多观点。我们感谢本期特刊的一些作者是公共卫生专业的学生,展示了他们在学习和解决种族主义、反种族主义和社会正义问题方面的合作伙伴关系(Djulus等人,2021年;McSorley et al., 2021)。这些学生是变革的推动者,为公共卫生教师、从业者和其他学生塑造了解决种族主义作为公共卫生问题的方式。作为对这些例子的回应,我们鼓励公共卫生专业的本科生和研究生将他们的课堂学习经历民主化,并努力结束公共卫生教育中的种族主义。以下文章描述了在课堂上融入种族、种族主义、社会正义和压迫相关概念的教学实践。Mincey(2021)的文章解释了与本科公共卫生学生讨论内隐偏见的创新方法。在一个大的教室里谈论内隐偏见可能会让人不舒服,但所描述的技巧将使学生能够在互动的话语中审视自己的信仰。这些技术还将提供机会,探索导致医疗保健服务提供不公平的社会因素(Mincey, 2021)。Lightfoot及其同事(2021)然后着眼于公共卫生关键种族实践(PHCRP),结合基于艺术的方法,探索公共卫生学员中的种族认同。这种独特的教学过程涉及使用摄影来创建双重肖像,其中一张描绘了受训者可能看待自己的方式,另一张照片描述了他们在一个被种族和种族主义分裂的国家中如何被他人看待(Lightfoot等人,2021)。Rich(2021)的文章提醒我们,关于健康、种族和社会正义的教学和学习的事实和故事是未充分利用的工具。Chowdhury和Madden(2021)的研究研究了科学种族主义的概念,以及卫生专业预科学生如何受到种族等级可以通过导致疾病和低质量护理的生物差异和潜在社会结构来解释的信念的影响。下一篇文章由Carlos 1054402 phpxxx10.1177 /23733799211054402健康促进教育学bentley等人研究文章2021
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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来源期刊
CiteScore
3.10
自引率
33.30%
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