Orienting Public Health Pedagogy: Using Anti-oppression Tools for Teaching Privilege and Health

Le résumé fourni par la source

Abstract Public health is at a critical juncture of grappling with systemic oppression and its negative impact on health and well-being; however, public health students are not being systematically taught how to name and dismantle these systems of oppression. Recent studies have identified some of the reasons for this gap in public health curriculum and pedagogy, which include faculty feeling unprepared to hold space for and facilitate conversations on these topics. This chapter defines anti-oppression practices as an organizing method for public health pedagogy. The authors provide guidance on how instructors can wield the tools of anti-oppressive pedagogy. Further, it provides guidance on how to use anti-oppression and design courses that help students understand privilege and health. Recommended pedagogy tools include structural competence, transgressive teaching, competency-based learning, and critical praxis; curriculum tools include critical reflection, experiential learning, and collaborative teaching and learning.

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