Co-constructing a decolonising praxis in academia through dialogues and pedagogical experiences between the UK and Ecuador

Romero, Maria Castro; Capella, Manuel

doi:10.1080/09540261.2020.1762548

Cited by 2 publications

(6 citation statements)

References 13 publications

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“…See Appendix for a summary of critical information on the key findings from each article. Most of the articles were from the Global North with one article combining the perspective of the Global North and Global South (Castro Romero & Capella Palacios, 2020), one article from the Global South (Carrijo et al, 2022), and one article from the Global North was based on a study from the Global South (Simaan, 2020). Specifically, 25 articles were published in the United States, three in the United Kingdom (UK), two in Canada, and two in the UK and another country (i.e., UK and Ecuador and UK, Norway, and Canada).…”

Section: Descriptors Of Included Articlesmentioning

confidence: 99%

“…On review of the articles, a few did not conceptualize AOP but described constructs that aligned with AOP (Castro Romero & Capella Palacios, 2020;Froggett et al, 2015;Williamson et al, 2022). Though these articles did not report a focus on anti-oppression, the education provided had similar aims as AOP.…”

Section: Conceptualizations Aligning With Anti-oppression Pedagogymentioning

confidence: 99%

“…Afterwards, the class reflected on the recommended solutions. Forum theatre and theatre of the oppressed teaches learners about and addressing oppression (Castro Romero & Capella Palacios, 2020). Froggett et al (2015) highlighted challenges with anti-oppressive theory in that, alone, it may result in formulaic thinking versus understanding the complexity of oppression (Froggett et al, 2015).…”

Section: Conceptualizations Aligning With Anti-oppression Pedagogymentioning

confidence: 99%

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Anti-oppression pedagogy in health professions: a scoping review

Smith,

McGuire-Adams,

Eady

2024

Adv in Health Sci Educ

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Health professional learners are increasingly called to learn about health inequity to reduce inequities and improve patient care and health outcomes. Anti-oppression pedagogy (AOP) addresses the need for health professional learners to understand multiple health inequities and the structures and systems that produce inequities. However, the inclusion of AOP in health professions education varies and there is a lack of clarity in its conceptualization and integration. A scoping review was conducted to address this gap and to understand how AOP is conceptualized and integrated in health professions education. Thirty-six articles met the inclusion criteria. The articles demonstrated that AOP is not commonly utilized terminology within health professions education. When AOP is integrated, it is not consistently conceptualized but is generally viewed as a broad concept that focuses on antiracism; decoloniality; intersectionality; and supporting learners to understand, critically reflect on, and act against structural and systemic forms of oppressions. In addition, there is variation in the integration of AOP in health professions education with the most common methods consisting of discussions, cases, reflection, learning through lived experiences, and the incorporation of humanities within a longitudinal curriculum. The results of this scoping review highlight the need for health professions education to develop one clear concept that educators use when teaching about anti-oppression, which may reduce working in silos and allow educators to better collaborate with each other in advancing this work. In addition, this review suggests that health professional programs should consider incorporating AOP in curricula with a broad and longitudinal approach utilizing the common methods of delivery. To better support programs in including AOP in curricula, further research is required to emphasize the benefits, provide clarity on its conceptualization, and determine the most effective methods of integration.

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Section: Descriptors Of Included Articlesmentioning

confidence: 99%

Section: Conceptualizations Aligning With Anti-oppression Pedagogymentioning

confidence: 99%

Section: Conceptualizations Aligning With Anti-oppression Pedagogymentioning

confidence: 99%

See 1 more Smart Citation

Anti-oppression pedagogy in health professions: a scoping review

Smith,

McGuire-Adams,

Eady

2024

Adv in Health Sci Educ

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“…By premising ZELPH on such an all-encompassing definition, this study recognises the contested nature of work-integrating learning and seeks to embrace its many variants, including, for example, work-based learning, experiential learning and internship learning. Furthermore, in considering theories that were predominantly proffered by Western scholars, the authors accept that the discourse is rooted in Western paradigmatic conceptions of education, and thus fails to include the episteme of other, non-Eurocentric knowledge systems (Adebisi, 2016;Castro Romero and Capella Palacios, 2020). Lester et al (2016), Nottingham (2012) and Lillis and Bravenboer (2020), amongst others, offer empirical evidence for the considerable variety of work-integrating programmes in the UK alone, and demonstrate both commonalities and differences in underlying concepts as well as in the modes of delivery (Lillis and Bravenboer, 2020).…”

Section: Theoretical Grounding Of the Zelph Modelmentioning

confidence: 99%

Section: Theoretical Grounding Of the Zelph Modelmentioning

confidence: 99%

Testing ZELPH ['sɛlf] – a self-assessment instrument to surface intended and unintended outcomes of work-integrating pedagogies

Dadze-Arthur

Mörth

2021

JWAM

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PurposeThis paper's twofold purpose is, first, to present ZELPH ['sɛlf], a self-assessment instrument that enables those developing the pedagogy of work-integrating study programmes in higher education (HE) systematically to surface the intended and unintended outcomes of their programme's approach to integrating professional practice into an academic course. Secondly, the paper reports on a small pilot study with programme staff from five different HE institutions in various countries who tested ZELPH.Design/methodology/approachZELPH operationalises aspects of key theories on work-integrating learning pedagogy, and thereby enables a simplified depiction of the reality of combining classroom-based and worksite-based learning. Programme staff from Germany, the UK, France, South Africa and Taiwan applied the instrument to their respective work-integrating study programmes and evaluated its perceived value and feasibility.FindingsThe findings suggest that ZELPH offers value as a practical instrument, in particular to those less familiar with developing work-integrating learning pedagogy as well as to those keen to compare programmes across national, cultural and institutional contexts.Originality/valueZELPH contributes to addressing the lack of practically applicable instruments to support the design and international benchmarking of work-integrating learning pedagogy in HE.

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Co-constructing a decolonising praxis in academia through dialogues and pedagogical experiences between the UK and Ecuador

Cited by 2 publications

References 13 publications

Anti-oppression pedagogy in health professions: a scoping review

Anti-oppression pedagogy in health professions: a scoping review

Testing ZELPH ['sɛlf] – a self-assessment instrument to surface intended and unintended outcomes of work-integrating pedagogies

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