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Smith M, McGuire-Adams T, Eady K. Anti-oppression pedagogy in health professions: a scoping review. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2024:10.1007/s10459-024-10336-0. [PMID: 38740650 DOI: 10.1007/s10459-024-10336-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/01/2023] [Accepted: 04/28/2024] [Indexed: 05/16/2024]
Abstract
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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Affiliation(s)
- Meredith Smith
- Department of Physical Therapy, University of Toronto, Toronto, ON, Canada.
| | - Tricia McGuire-Adams
- Faculty of Kinesiology and Physical Education, University of Toronto, Toronto, ON, Canada
| | - Kaylee Eady
- Faculty of Education, University of Ottawa, Ottawa, ON, Canada
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Fernández JS. Threading a decolonial feminist response to COVID-19: One community psychologist's reflection on the assemblages of violence. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2024; 73:191-205. [PMID: 37042808 DOI: 10.1002/ajcp.12662] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/01/2021] [Revised: 07/01/2022] [Accepted: 01/21/2023] [Indexed: 06/19/2023]
Abstract
To challenge and interrogate the assemblages of violence produced by racial capitalism, and exacerbated by the COVID-19 pandemic, community psychologists must engage in a transdisciplinary critical ethically reflexive practice. In this reflexive essay, or first-person account, I offer a decolonial feminist response to COVID-19 that draws strength from the writings of three women of Color decolonial and postcolonial feminist thinkers: Gloria E. Anzaldúa, Sylvia Wynter, and Arundhati Roy. Through their writings I share my reflections on the sociopolitical moment associated with COVID-19. Of importance, I argue in support of engaging a decolonial feminist standpoint to understand the inequitable and dehumanizing conditions under COVID-19, and the possibilities for transformative justice. I offer this reflexive essay with the intention of summoning community psychology and community psychologists to look toward transdisciplinarity, such as that which characterizes a decolonial standpoint and feminist epistemologies. Writings oriented toward imagination, relationality, and borderland ways of thinking that are outside, in-between or within, the self and the collective "we" can offer valuable guidance. The invitation toward a transdisciplinary critical ethically reflexive practice calls us to bear witness to movements for social justice; to leverage our personal, professional and institutional resources to support communities in struggle. A decolonial feminist standpoint guided by the words of Anzaldúa, Wynter, and Roy can cultivate liberatory conditions that can materialize as racial freedom, community wellbeing, and societal thriving.
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Lin JCP. Exposing the chameleon-like nature of racism: a multidisciplinary look at critical race theory in higher education. HIGHER EDUCATION 2023; 85:1085-1100. [PMID: 37457040 PMCID: PMC10348716 DOI: 10.1007/s10734-022-00879-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/19/2022] [Indexed: 07/18/2023]
Abstract
In higher education institutions, critical race theory (CRT) is known to be associated with fields that study racial disparities or systemic oppression such as law, education, and ethnic studies. The impression that CRT is unrelated to fields like business or computer science may have led scholars and practitioners from these disciplines to put their focus on elsewhere than on racial inequality and its implication in their research and practice, despite apparent need. To counter such fallacy, this review article-focusing primarily on the US context-discusses CRT literature in fields where its presence is less known which are nevertheless among the major domains of higher education institutions: health sciences, computer science and information technology, sports, business, and religion. By discussing example research of how scholars have utilized CRT in different fields to challenge the race-neutral thinking that often obscures structural racism, this paper exposes racism's ability to alter manifestations and to appear through various shapes and forms within the higher education context. Initial recommendations on how educators may engage in further discussions or actions will also be considered. This paper concludes that racist ideologies are often hidden behind discipline-specific vocabulary or technical language, and it is by tackling the ideologies at work underneath the technicalities can we address the chameleon-like nature of racism more effectively.
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Volpe VV, Hope EC, Mosley DV, Javidi H, Sosoo EE, Benson GP. How We Get Free: Graduate Training as an Opportunity for Equitable Participation and Liberation. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2023; 18:428-444. [PMID: 36037403 DOI: 10.1177/17456916221096086] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
In this conceptual article, we assert that psychology should be transformed to adopt the explicit goal of working toward the liberation of people oppressed by society rather than striving for mere equality. To achieve such a transformation, it is necessary to reenvision graduate training in psychology. Graduate training in psychology is an important vehicle by which psychologists can become prepared to use research and practice to eradicate inequities in society. Therefore, we propose six pillars for liberation-focused graduate training in psychology: critical unlearning/unknowing, cooperative modes of production, prioritizing indigenous knowledge, embedded interdependence, systems-level action, and prioritizing members of oppressed groups. Although this conceptualization may engender resistance, we argue that there are many potential pathways by which graduate training may use liberation psychology to work equitably with oppressed groups to seek justice.
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Affiliation(s)
| | - Elan C Hope
- Department of Psychology, North Carolina State University
| | | | - Hannah Javidi
- Department of Psychology, North Carolina State University
| | - Effua E Sosoo
- Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill
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Schlehofer MM, Wagner K, Bramande EA, Lambert A, Rivera A, Olortegui A, Demond W. Investing in Black LGBTQ+ liberation as white people: A call to action for community psychology. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2023; 71:43-53. [PMID: 36378782 DOI: 10.1002/ajcp.12632] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/13/2022] [Revised: 07/29/2022] [Accepted: 09/03/2022] [Indexed: 05/07/2023]
Abstract
Due to systemic racialized homophobia and transphobia, Black lesbian, gay, bisexual, transgender, and queer (LGBTQ+) people continue to experience worse life outcomes in comparison to both their Black cisgender and heterosexual, and White LGBTQ+ counterparts. Community psychologists have the tools and training to address these disparities. Using a critical whiteness studies lens, we draw on qualitative data with 17 White LGBTQ+ people to describe how white supremacy manifests in LGBTQ+ spaces. Our research indicates White LGBTQ+ people want to create intersectional spaces but lack the necessary skills to effectively confront anti-Black racism. This resulted in actions which upheld and reinforced white supremacy, despite stated commitments to Black LGBTQ+ liberation. We conclude with recommendations for community psychologists, including engaging in intersectional coalition-building, training centered around queer critical race theory, working to address racialized homophobia and transphobia alongside existing efforts to deconstruct anti-Black racism within community psychology, and consciousness-raising work with White people involved in LGBTQ+ equality movements to dismantle white supremacist structures within their organizations.
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Affiliation(s)
| | - Kathryn Wagner
- Department of Psychology, Gallaudet University, Washington, District of Columbia, USA
| | - Emily A Bramande
- Department of Psychology, Gallaudet University, Washington, District of Columbia, USA
| | - Amy Lambert
- Department of Psychology, Gallaudet University, Washington, District of Columbia, USA
| | - Allyson Rivera
- Department of Psychology, Salisbury University, Salisbury, Maryland, USA
| | - Ashley Olortegui
- Department of Psychology, Salisbury University, Salisbury, Maryland, USA
| | - Whitney Demond
- Department of Psychology, Salisbury University, Salisbury, Maryland, USA
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Bhattacharya N, Langhout RD, Sylvane Vaccarino-Ruiz S, Jackson N, Woolfe M, Matta W, Zuniga B, Rowe Z, Gibo L. "Being a team of five strong women… we had to make an impression:" The College Math Academy as an intervention into mathematics education. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2022; 70:228-241. [PMID: 34910307 DOI: 10.1002/ajcp.12573] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/06/2020] [Revised: 11/12/2021] [Accepted: 11/15/2021] [Indexed: 06/14/2023]
Abstract
This paper, a first-person account, describes a community psychology-aligned intervention into a precalculus mathematics class at an Hispanic Serving Research Institution. The intervention was designed because the standard precalculus mathematics class had a high failure rate, especially for Latinx students, which was serving as a barrier for declaration of a Science, Technology, Engineering, or Mathematics major. The high failure rate indicates a structural problem that requires a structural intervention. The paper is coauthored with the teaching team, undergraduates who had taken the course, a graduate student who evaluated the class, and a community psychologist. We describe the ways that the new course, the College Math Academy, transformed the social environment through capacity building, providing access to valued resources for historically marginalized groups, facilitating opportunities to critique dominant power structures, prioritizing perspectives and experiences of people of color, and promoting understanding of how various social forces shape culture and values. The course also decentered white educational norms via adapting decoloniality and liberatory practices. In turn, each person describes their experience of the course. We draw on the first-person accounts to show how they illustrate a transformative, decolonial, and liberatory social environment. We end with implications for how community psychologists can work in their universities to support structural change.
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Affiliation(s)
| | | | | | - Natalya Jackson
- Psychology Department, UC Santa Cruz, Santa Cruz, California, USA
| | - Maya Woolfe
- Psychology Department, UC Santa Cruz, Santa Cruz, California, USA
| | - Wendy Matta
- Psychology Department, UC Santa Cruz, Santa Cruz, California, USA
| | - Britney Zuniga
- Psychology Department, UC Santa Cruz, Santa Cruz, California, USA
| | - Zella Rowe
- Psychology Department, UC Santa Cruz, Santa Cruz, California, USA
| | - Leilani Gibo
- Psychology Department, UC Santa Cruz, Santa Cruz, California, USA
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Fox R, Nic Giolla Easpaig B. Engaging critical methodologies in qualitative research methods with undergraduate psychology students. JOURNAL OF COMMUNITY PSYCHOLOGY 2021; 49:228-240. [PMID: 33169401 DOI: 10.1002/jcop.22472] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/15/2019] [Revised: 10/16/2020] [Accepted: 10/21/2020] [Indexed: 06/11/2023]
Abstract
This article describes the experiences of teaching undergraduate psychology students in an Australian context. The degree course the students take has no community or critical units, but it is one of very few in Australia that has a compulsory standalone unit in qualitative methods. While qualitative methods are by no means necessarily inherently critical or community focused, it has presented an opportunity to the teachers of the unit (the authors of this paper). The authors of this paper, who employ community critical methodologies in their research, aim to design teaching which is also grounded in such theory, wherever possible and despite significant limitations. Such teaching is informed by: challenging taken for granted assumptions; deconstruction and problem posing; making things uncomfortable; and relating differently. The paper describes a design of teaching where all the students undertake research projects exploring the research question: "what does psychology offer community?" Following a description of the methodologies and teaching practices, the authors reflect subjectively on their experiences working with the students, on opportunities which arose and on structural boundaries which appear to make community critical methodologies in university teaching very difficult.
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Affiliation(s)
- Rachael Fox
- School of Psychology, Faculty of Business, Justice and Behavioural Studies, Charles Sturt University, Bathurst, New South Wales, Australia
| | - Bróna Nic Giolla Easpaig
- School of Psychology, Faculty of Business, Justice and Behavioural Studies, Charles Sturt University, Bathurst, New South Wales, Australia
- Australian Institute of Health Innovation, Faculty of Medicine and Health Sciences, Macquarie University, Sydney, New South Wales, Australia
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