Teaching Note—Oppression of People With Mental Illnesses: Incorporating Content Into Multiple-Issue Diversity Courses

Holley, Lynn C.; Stromwall, Layne K.; Tavassoli, Kyoko Y.

doi:10.1080/10437797.2015.1012940

Cited by 4 publications

(5 citation statements)

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“…These articles did not use the term AOP, but the described curriculum focused on anti-oppression. This suggests that these authors (Blanchet Garneau et al, 2018;Holley et al, 2015;Hutchison, 2015;Roy et al, 2022;Stahl et al, 2022) were indirectly conceptualizing AOP. Punchhi et al (2022) conceptualized AOP as a shift to understanding the root causes of inequities and a framework that "centres oppression within the healthcare system" (p. 567).…”

Section: Conceptualization Of Anti-oppression Pedagogymentioning

confidence: 96%

“…An additional five articles (Blanchet Garneau et al, 2018;Holley et al, 2015;Hutchison, 2015;Roy et al, 2022;Stahl et al, 2022) indirectly conceptualized AOP. Blanchet Garneau et al (2018) proposed a critical antidiscriminatory pedagogy to provide guidance on enacting social justice in practice and education.…”

Section: Conceptualization Of Anti-oppression Pedagogymentioning

confidence: 99%

“…Thus, critical anti-discrimination pedagogy is based on a critical intersectional perspective of discrimination and it aims to cultivate transformative learning (Blanchet Garneau et al, 2018). Holley et al (2015) referred to oppression frameworks which they described as used to "understand the systemic nature of racism, sexism, and other forms of oppression" (p. 399). Oppression frameworks contibute to reflection on privilege and one's role in sustaining and tackling systems of oppression (Holley et al, 2015).…”

Section: Conceptualization Of Anti-oppression Pedagogymentioning

confidence: 99%

“…Holley et al (2015) referred to oppression frameworks which they described as used to "understand the systemic nature of racism, sexism, and other forms of oppression" (p. 399). Oppression frameworks contibute to reflection on privilege and one's role in sustaining and tackling systems of oppression (Holley et al, 2015). Therefore, AOP was indirectly conceptualized as utilizing oppression frameworks.…”

Section: Conceptualization Of 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: Conceptualization Of Anti-oppression Pedagogymentioning

confidence: 96%

Section: Conceptualization Of Anti-oppression Pedagogymentioning

confidence: 99%

Section: Conceptualization Of Anti-oppression Pedagogymentioning

confidence: 99%

Section: Conceptualization Of Anti-oppression Pedagogymentioning

confidence: 99%

See 2 more Smart Citations

Anti-oppression pedagogy in health professions: a scoping review

Smith,

McGuire-Adams,

Eady

2024

Adv in Health Sci Educ

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“…Young (1990) presents five forms of oppression; experiencing any is sufficient to classify a social group as oppressed. We consider three of Young's forms that PWMI and their families might experience: cultural imperialism, marginalization, and violence (Holley et al 2015). Cultural imperialism leads to stereotyping and may result in dominant group members indicating aversion or condescension, such as avoiding eye contact (Young 1990).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Mental Illness Discrimination in Mental Health Treatment Programs: Intersections of Race, Ethnicity, and Sexual Orientation

Holley

Tavassoli

Stromwall

2016

Community Ment Health J

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People with mental illnesses (PWMI) who are of color and/or lesbian, gay, or bisexual (LGB) experience mental health disparities, including within mental health treatment programs (MHTPs). Informed by a critical framework with attention to intersectionality and microaggressions, this qualitative study asked 20 PWMI and family members who also are of color and/or LGB whether they had experienced mental illness discrimination in MHTPs, a possible factor in disparities. We also asked participants about aspects of MHTPs that supported recovery. Participants reported that they were ignored/not listened to, not viewed as complex individuals, experienced condescension/lack of respect and violations of privacy or other rights, and were presumed to lack intelligence. In addition, identifying mental illness discrimination was complex due to intersections of identities. Despite these perceptions of discrimination, participants described supportive aspects of MHTPs. Implications for practice and research are offered.

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