No abstract

No abstract

Despite impressive strides toward proper health education about the pandemic, in resource‐limited contexts, health information dissemination occurs within a structural context that restricts the enactment of agency and further marginalizes the most vulnerable. Through observations of and reflections about Ghana's work in health communication about the COVID‐19 pandemic, this essay examines the key processes and outcomes of COVID‐19 information dissemination in Ghana, highlighting the structural factors that contribute to health inequities during the pandemic. We argue that although Ghana has been commended continentally and globally for the country's efforts in containing the virus and vaccinating its populace, there is evidence of health information access disparities across the country, especially in rural communities. In doing so, we increase knowledge about health information needs and gaps, and conclude by making recommendations for public health practitioners in Ghana and similar contexts.

Although there have been extensive discussions on decolonizing the field of media and communication(s), not much attention has been paid to the way that curricula reproduce colonialism, imperialism, and racism in the classroom. In this article, I draw on my experiences as an African graduate student in an American classroom to highlight the ways that systemic racism is replicated, reproduced and frames pedagogy. I argue that although many communication(s) scholars purport to theorize from a radical perspective, these politics are not represented in their pedagogy which means that students from marginalized communities are often erased in discussions on theory, research methods and even pedagogy. Not only are the epistemological experiences and realities of marginalized students erased, but the canon is further legitimized leading to the training of scholars and teachers who go on to (in)advertently uphold racism, White supremacy, colonialism, and imperialism in their research, teaching and service.

No abstract