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Inclusivity and decolonisation of the post-graduate public health curriculum: Reflections from a student-led approach
Bethea, Jane
Bethea, Jane
Abstract
The future of successful public health practice requires public health students to be educated within a decolonised curriculum that challenges the historical biases and inequalities that are deeply embedded within global public health and society. In this commentary, we reflect on what it can mean and why it's important to decolonise and diversify a public health curriculum. We describe how we used a student-led approach to begin this process, and share recommendations that are applicable to national and international curricula.
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Date
2024
Type
Article
Subject
Public health, Education
Citation
Carleton-Boylan, G., Crossley, S., Siebert, P., Ajanaku, N., Iqbal, A., John, A., Sandhu, S., Williams, C., Leach, L., Patel, R., et al. (2024). Inclusivity and decolonisation of the post-graduate public health curriculum: Reflections from a student-led approach. Public Health in Practice, 7, pp.100507.
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Publisher’s statement
© 2024 The Authors. Published by Elsevier Ltd on behalf of The Royal Society for Public Health. This is an open access article under the CC BY license
(http://creativecommons.org/licenses/by/4.0/).