Inclusivity and decolonisation of the post-graduate public health curriculum: reflections from a student-led approach

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Carleton-Boylan, G., Crossley, S., Siebert, P. ORCID: 0000-0003-3817-229X, Ajanaku, N., Iqbal, A., John, A., Sandhu, S., Williams, C., Leach, L., Patel, R., Buchanan, H., Taggar, J., Leonardi-Bee, J., Morling, J., Qureshi, I., Hubber, L., Bethea, J. and Wilson, E.E., 2024. Inclusivity and decolonisation of the post-graduate public health curriculum: reflections from a student-led approach. Public Health in Practice, 7: 100507. ISSN 2666-5352

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Official URL: https://doi.org/10.1016/j.puhip.2024.100507

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.

Item Type:

Journal article

Publication Title:

Public Health in Practice

Creators:

Carleton-Boylan, G., Crossley, S., Siebert, P., Ajanaku, N., Iqbal, A., John, A., Sandhu, S., Williams, C., Leach, L., Patel, R., Buchanan, H., Taggar, J., Leonardi-Bee, J., Morling, J., Qureshi, I., Hubber, L., Bethea, J. and Wilson, E.E.

Publisher:

Elsevier

Date:

June 2024

Volume:

ISSN:

2666-5352

Identifiers: