{"title":"如何......进行非殖民研究。","authors":"Danica Anne Sims, Thirusha Naidu","doi":"10.1111/tct.13806","DOIUrl":null,"url":null,"abstract":"<p>The imperative for decolonial research in health professions education (HPE) is rooted in a resistance to coloniality, which characterises modern medicine and HPE. Coloniality is a residual effect of colonialism, which upholds White, Western, Eurocentric knowledge systems while simultaneously marginalising diverse epistemologies. We outline the problematic nature of coloniality in HPE typified in unequal research partnerships, skewed student exchanges and poor representation of diverse authors. Decoloniality advocates for the active disruption and dismantling of colonial hierarchies to promote epistemic justice. We suggest a practical framework for applying decolonial principles in research, emphasising awareness (critical consciousness), deliberation (reflexivity) and action (transformative praxis). Practical steps for decolonial practice include interrogating research conceptualisation, sharing power and diversifying research teams, adopting participatory and reciprocal (mutually beneficial) methodologies, (re)centring marginalised voices and amplifying ‘Other’ knowledges, and disrupting hegemonic dissemination practices. By employing decolonial strategies, researchers can produce equitable, socially accountable and epistemically just scholarship, ultimately enhancing the relevance and impact of HPE research for all people globally.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 6","pages":""},"PeriodicalIF":1.4000,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13806","citationCount":"0","resultStr":"{\"title\":\"How to … do decolonial research\",\"authors\":\"Danica Anne Sims, Thirusha Naidu\",\"doi\":\"10.1111/tct.13806\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>The imperative for decolonial research in health professions education (HPE) is rooted in a resistance to coloniality, which characterises modern medicine and HPE. Coloniality is a residual effect of colonialism, which upholds White, Western, Eurocentric knowledge systems while simultaneously marginalising diverse epistemologies. We outline the problematic nature of coloniality in HPE typified in unequal research partnerships, skewed student exchanges and poor representation of diverse authors. Decoloniality advocates for the active disruption and dismantling of colonial hierarchies to promote epistemic justice. We suggest a practical framework for applying decolonial principles in research, emphasising awareness (critical consciousness), deliberation (reflexivity) and action (transformative praxis). Practical steps for decolonial practice include interrogating research conceptualisation, sharing power and diversifying research teams, adopting participatory and reciprocal (mutually beneficial) methodologies, (re)centring marginalised voices and amplifying ‘Other’ knowledges, and disrupting hegemonic dissemination practices. By employing decolonial strategies, researchers can produce equitable, socially accountable and epistemically just scholarship, ultimately enhancing the relevance and impact of HPE research for all people globally.</p>\",\"PeriodicalId\":47324,\"journal\":{\"name\":\"Clinical Teacher\",\"volume\":\"21 6\",\"pages\":\"\"},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2024-09-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13806\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Clinical Teacher\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/tct.13806\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"MEDICINE, RESEARCH & EXPERIMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Clinical Teacher","FirstCategoryId":"1085","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/tct.13806","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"MEDICINE, RESEARCH & EXPERIMENTAL","Score":null,"Total":0}
The imperative for decolonial research in health professions education (HPE) is rooted in a resistance to coloniality, which characterises modern medicine and HPE. Coloniality is a residual effect of colonialism, which upholds White, Western, Eurocentric knowledge systems while simultaneously marginalising diverse epistemologies. We outline the problematic nature of coloniality in HPE typified in unequal research partnerships, skewed student exchanges and poor representation of diverse authors. Decoloniality advocates for the active disruption and dismantling of colonial hierarchies to promote epistemic justice. We suggest a practical framework for applying decolonial principles in research, emphasising awareness (critical consciousness), deliberation (reflexivity) and action (transformative praxis). Practical steps for decolonial practice include interrogating research conceptualisation, sharing power and diversifying research teams, adopting participatory and reciprocal (mutually beneficial) methodologies, (re)centring marginalised voices and amplifying ‘Other’ knowledges, and disrupting hegemonic dissemination practices. By employing decolonial strategies, researchers can produce equitable, socially accountable and epistemically just scholarship, ultimately enhancing the relevance and impact of HPE research for all people globally.
期刊介绍:
The Clinical Teacher has been designed with the active, practising clinician in mind. It aims to provide a digest of current research, practice and thinking in medical education presented in a readable, stimulating and practical style. The journal includes sections for reviews of the literature relating to clinical teaching bringing authoritative views on the latest thinking about modern teaching. There are also sections on specific teaching approaches, a digest of the latest research published in Medical Education and other teaching journals, reports of initiatives and advances in thinking and practical teaching from around the world, and expert community and discussion on challenging and controversial issues in today"s clinical education.