卫生专业教育中的审美劳动：着装、歧视与反抗。

IF 2.1 3区教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

Teaching and Learning in Medicine Pub Date : 2025-03-28 DOI:10.1080/10401334.2025.2484391

Edward Waters

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引用次数: 0

摘要

现象：在组织研究和管理文献中，“审美劳动”一词用于描述如何管理员工的外表以提供特定的客户体验。卫生专业教育项目也对学生的外表进行管理，特别是通过制定着装规范。先前的文献表明，着装规范可以反映种族主义、性别歧视和阶级偏见，并加强卫生专业内部和之间的特权等级。方法：这一批判的视角重新评价了这些文献，发展了卫生专业教育中的审美劳动。研究发现：审美劳动过程支持结构性歧视，但也会引发学生的各种反应，其中包括专业抵抗。见解：本文运用劳动过程理论将这些与美学劳动文献联系起来，并确定了未来研究的领域以及对教育机构和从业者的影响。

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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Aesthetic Labour in Health Professional Education: Dress, Discrimination and Resistance.

Phenomenon: In organizational studies and management literature, the term aesthetic labor is used to describe how employee appearance is managed to provide particular customer experiences. Health professional education programs also manage the appearance of students, particularly by formulating dress codes. Previous literature has shown that dress codes can reflect racist, sexist and class biases and reinforce hierarchies of privilege within and between health professions.

Approach: This critical perspective reappraises this literature to develop an account of aesthetic labor in health professional education.

Findings: The aesthetic labor process is shown to support structural discrimination, but also to invoke a variety of student responses that incorporate professional resistance.

Insights: This article relates these to the aesthetic labor literature using labor process theory, and identifies areas for future research as well as implications for educational institutions and practitioners.

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来源期刊

Teaching and Learning in Medicine 医学-卫生保健

CiteScore

5.20

自引率

12.00%

发文量

审稿时长

6-12 weeks

期刊介绍： Teaching and Learning in Medicine ( TLM) is an international, forum for scholarship on teaching and learning in the health professions. Its international scope reflects the common challenge faced by all medical educators: fostering the development of capable, well-rounded, and continuous learners prepared to practice in a complex, high-stakes, and ever-changing clinical environment. TLM''s contributors and readership comprise behavioral scientists and health care practitioners, signaling the value of integrating diverse perspectives into a comprehensive understanding of learning and performance. The journal seeks to provide the theoretical foundations and practical analysis needed for effective educational decision making in such areas as admissions, instructional design and delivery, performance assessment, remediation, technology-assisted instruction, diversity management, and faculty development, among others. TLM''s scope includes all levels of medical education, from premedical to postgraduate and continuing medical education, with articles published in the following categories: