Decolonizing Global Health Education: Rethinking Institutional Partnerships and Approaches
Decolonizing Global Health Education: Rethinking Institutional Partnerships and Approaches
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DOI：
10.1097/acm.0000000000003473
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发表时间：
2021-03-01
影响因子：
7.4
通讯作者：
van Schalkwyk, Susan C.
中科院分区：
文献类型：
--
作者：
Eichbaum, Quentin G.;Adams, Lisa, V;van Schalkwyk, Susan C.
全球卫生往往需要以前被殖民的低收入和中等收入国家的机构与曾经是殖民者的高收入国家的机构之间建立伙伴关系。前殖民关系的遗留问题及其对全球卫生举措的影响很少受到关注。最近有人呼吁全球卫生教育的非殖民化，并重新审查全球卫生伙伴关系下的假设和做法，医学在殖民主义中的作用不容忽视，需要进行严格的审查。人们日益认识到，高收入国家产生的知识如何界定做法和影响思维，从而损害低收入国家的知识体系。此外，研究伙伴关系往往有利于更好的资源合作伙伴。在这篇文章中，作者提供了殖民主义，医学和全球健康教育之间的交叉点的简要分析，并探讨殖民主义遗产对当前全球健康计划和伙伴关系的挥之不去的影响。他们描述了“非殖民化”的观点如何没有获得足够的牵引力，以及不公平的权力动态和新殖民主义假设如何继续占主导地位。他们讨论了5种方法，并强调资源，挑战全球卫生竞技场的殖民模式。此外，他们主张纳入更多的转化性学习方法，以促进态度和实践的变化。他们呼吁进行批判性反思并采取相应行动，将殖民模式转变为全球教育中更公平的伙伴关系。
Global health often entails partnerships between institutions in low- and middle-income countries (LMICs) that were previously colonized and high-income countries (HICs) that were colonizers. Little attention has been paid to the legacy of former colonial relationships and the influence they have on global health initiatives. There have been recent calls for the decolonization of global health education and the reexamination of assumptions and practices under pinning global health partnerships.Medicine's role in colonialism cannot be ignored and requires critical review. There is a growing awareness of how knowledge generated in HICs defines practices and informs thinking to the detriment of knowledge systems in LMICs. Additionally, research partnerships often benefit the better-resourced partner.In this article, the authors offer a brief analysis of the intersections between colonialism, medicine, and global health education and explore the lingering impact of colonialist legacies on current global health programs and partnerships. They describe how "decolonized" perspectives have not gained sufficient traction and how inequitable power dynamics and neocolonialist assumptions continue to dominate. They discuss 5 approaches, and highlight resources, that challenge colonial paradigms in the global health arena. Furthermore, they argue for the inclusion of more transfor mative learning approaches to promote change in attitudes and practice. They call for critical reflection and concomitant action to shift colonial paradigms toward more equitable partnerships in global education.