Teaching global health from the south: challenges and proposals

Addressing power asymmetries in global health: Imperatives in the wake of the COVID-19 pandemic

“…In particular, and as an example, universities and other institutes involved in global health research and training need to be held accountable for creating more opportunities for global health education and training which are designed, conducted, and imparted locally and are responsive to local contexts [ 49 , 50 ]. These institutes, especially schools of global public health, need to commit to being held accountable for perpetuating colonial and exploitative practices—e.g., in the form of Masters in Global Health programs which are so expensive that they are apparently not designed for people in LMICs or without privilege and for research training programmes that are designed primarily for students in the global North [ 51 ].…”

Decolonising global health: if not now, when?

“…Knowledge shift: To avoid perpetuating the kind of racist and colonialist pandemic response we see with COVID-19, it is vital to ensure knowledge flow is not unidirectional, but instead reciprocal with contributions from the 'Global South' driving discussions and practice, both locally and globally; a twofold knowledge shift. 33 The first includes teaching students about inequitable global disease burdens while creating an enabling environment for critical inquiry into the racist and colonial histories that gave rise to these disease burdens. The second is to bridge geopolitical imbalances in global health education.…”

The Dark Side of the Moon: Global challenges in the distribution of vaccines and implementation of vaccination plans against COVID-19

“…Global health seeks to improve the health of the world's population through various practices and the expansion of services for the community, especially in LMICs. This approach, although of key relevance, presents multiple challenges [21]. Projects that aim to reduce inequities in immunization, such as the WHO Global Vaccine Action Plan 2011-2020 [22], have been slowly implemented and, in many cases, require HICs to achieve their vaccination goals before delivering vaccines to LMICs.…”