Learning to walk the walk: Incorporating praxis for decolonization in global health education

Sridhar, Shela; Alizadeh, Faraz; Ratner, Leah; Russ, Christiana M.; Sun, Stephanie W; Sundberg, Mike A; Rosman, Sam L

doi:10.1080/17441692.2023.2193834

Cited by 10 publications

(12 citation statements)

References 31 publications

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“…These observations align with existing literature's emphasis on critical awareness regarding the enduring effects of colonialism within HPE disciplines (Hansen et al, 2023;Sridhar et al, 2023). The participants' responses con rm that colonialism continues to exert a lingering in uence within their subjects, highlighting the importance of addressing this historical legacy in HE.…”

Section: Subtheme 2: Recognise Colonialismsupporting

confidence: 76%

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Guidelines for Decolonising Health Sciences Curricula: A Roadmap to Transformation

Koch,

Pool,

Heymans

2023

Preprint

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South Africa’s complex history with colonialism has left its imprint on the Higher Education Institutions. Decolonisation can address historical injustices and create a more inclusive educational environment. Despite the awareness of its significance, many Higher Education institutions struggle with decolonisation due to varied approaches and resistance. Existing literature highlights a gap in understanding health professions educators' perceptions of decolonisation in health professions education, demanding further research into practical implications. Understanding health professions educators' perspectives is vital, as it influences curriculum design. The aim of this study is to explore how health professions educators at North-West University perceive decolonisation and to use these insights to develop guidelines to inform the decolonising health professions education curricula. To achieve this aim, the study adopted a workshop methodology. Nominal Group Technique was employed within this methodology to encourage meaningful contribution. The study used deductive coding to guide the analysis of collected data. Findings indicate a shift in health professions educators' perceptions of decolonisation when informed discourse and structured guidance are available. Educators require a well-structured plan of action, emphasising the need for practical guidelines to inform decolonisation efforts. The derived guidelines align with the mission of producing healthcare professionals capable of addressing South Africa's diverse healthcare landscape. They facilitate cultural competency and social consciousness among health professions educators, fostering a responsive curriculum transformation and a more inclusive Higher Education environment. This research contributes to the vital discourse on decolonisation by grounding theory in practice, offering practical guidelines as a roadmap to transformation.

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Section: Subtheme 2: Recognise Colonialismsupporting

confidence: 76%

“…Added to this, shared re ection with peers, as advocated by Sridhar et al (2023), can provide an internal feedback mechanism. Within this collaborative environment, learners are afforded the opportunity of contemplating their role and impact in either perpetuating or dismantling colonialism.…”

Section: Subtheme 1: Focus On Self-awarenessmentioning

confidence: 99%

Guidelines for Decolonising Health Sciences Curricula: A Roadmap to Transformation

Koch,

Pool,

Heymans

2023

Preprint

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“…Individuals working in the field of GMH have a responsibility to be familiar with and continuously challenge the normalisation of embedded colonial assumptions and processes. Understanding how these histories shape current practice provides opportunities for practitioners to apply their own values and knowledge to help redress power imbalances and progress the decolonisation process across practice (Pritchard et al, 2023 ; Sridhar et al, 2023 ). The inclusion of values (including respect for diversity, social justice commitment and fairness) as a competency meta-dimension underscores their centrality to effective, equitable and sustainable GMH practice (Kohrt et al, 2016 ).…”

Section: Discussionmentioning

confidence: 99%

Identifying core global mental health professional competencies: A multi-sectoral perspective

Karadzhov,

Lee,

Hatton

et al. 2024

Camb. prisms Glob. ment. health

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Concerned with sustainably alleviating mental distress and promoting the right to health worldwide, global mental health (GMH) is practised across various contexts spanning the humanitarian-development-peace nexus. The inherently intersectoral and multidisciplinary nature of GMH calls for competency frameworks and training programmes that embody diversity, decolonisation and multiprofessionalism. Existing competency frameworks have failed to capture the multi-sectoral, inter-professional nature of contemporary GMH practice. In response to these needs, a qualitative content analysis of relevant job advertisements was conducted to distil a comprehensive set of professional competencies in contemporary GMH practice. Approximately 200 distinct skills and competencies were extracted from 70 job advertisements and organised into four meta-dimensions: ‘skills’, ‘sector’, ‘self’ and ‘subject’. The first known systematic attempt at a multi-sectoral GMH competency framework, it offers a springboard for exploring vital yet overlooked professional competencies such as resilience, self-reflection, political skills and entrepreneurialism. On this basis, recommendations for building a competent, agile and effective GMH workforce with diversified and future-proof skillsets are proposed. The framework can also inform inter-professional training and curriculum design, and capacity-building initiatives aimed at early-career professional development, particularly in low- and middle-income settings.

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“…Evaluations, audits and case studies can be done by external expertise to lend hand in the strategies towards achieving the objective. Similar to other learned skills, promoting global health equity cannot be done through theoretical teaching alone, but must be scrutinized, practiced and reflected on by the learner in order to achieve competency [14].…”

Section: Conclusion and Recommenda-tionsmentioning

confidence: 99%

Efforts to a Belief and Decolonize Global Health

Matagi

2023

JAMMR

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The truth is always one: no matter the interpretations, versions, perceptions or perspectives. Supported by the majority of scientific or historical evidence the science of medicine existed an eon back and was trusted to heal and revert illnesses in addition to saving lives. The amount of finances consumed in the business aside, so much time has been and is being invested in trying to come up with better and improved diagnostic and therapeutic advances globally. Surprisingly even the rich do not trust conventional medicine a great deal, the bourgeois have the majority of their population believing in the concept and this was attributed to the fact that the majority of the bourgeois work so hard and some even imposter the rich. For better healthcare services, LMICs need to embrace and implement their data driven decisions and be the efficient leaders and managers in their own countries as they know and have an insight of their countries best. Evaluations, audits and case studies can be done by external expertise to lend hand in the strategies towards achieving the objective.

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Learning to walk the walk: Incorporating praxis for decolonization in global health education

Cited by 10 publications

References 31 publications

Guidelines for Decolonising Health Sciences Curricula: A Roadmap to Transformation

Guidelines for Decolonising Health Sciences Curricula: A Roadmap to Transformation

Identifying core global mental health professional competencies: A multi-sectoral perspective

Efforts to a Belief and Decolonize Global Health

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