拒绝个体缺陷叙事:健康科学反种族主义课程开发的模式

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Alexandra Samarron Longorio, S. Shuman, Catherine Lockmiller, Candace Robertson-James
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引用次数: 0

摘要

最近对系统性和制度性种族主义问题的关注再次呼吁在卫生科学领域进行反种族主义教学。与此同时,正在出现一种新的社会政治动员,以通过限制系统性种族主义教学的立法。我们认为,在学术健康专业课程中教授和学习种族主义往往有严重的局限性——在教授健康的社会和结构决定因素方面停滞不前,但强调健康教育和个人行为干预是解决健康不平等的办法。我们提出了一个框架,解释了反种族主义知识和行动的基本组成部分,我们认为这些知识和行动必须在健康科学课程中实施。利用这一框架,我们呼吁健康科学教育工作者研究学习者如何将种族主义作为健康的决定因素,并进行课程改革,为学习和参与反种族主义行动提供机会。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Rejecting a Narrative of Individual Deficit: A Model for Developing Antiracist Curriculum in the Health Sciences
Recent attention to issues of systemic and institutional racism have resulted in renewed calls for antiracist teaching and learning in the health sciences. Concurrently, there is an emerging socio-political mobilization to pass legislation that limits the teaching of systemic racism. We argue that teaching and learning about racism in academic health professional curricula often has serious limitations—stagnating in a place of teaching about the social and structural determinants of health, yet emphasizing health education and individual behavioral interventions as solutions to health inequities. We present a framework that explains essential components of antiracist knowledge and action that we argue must be implemented across health sciences curricula. Using this framework, we call on health sciences educators to examine how learners engage with racism as a determinant of health and to make curricular changes that provide opportunities to learn about and engage with antiracist actions.
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CiteScore
3.10
自引率
33.30%
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