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

Carleton-Boylan, G, Crossley, S, Siebert, P ORCID: https://orcid.org/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, EE, 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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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:	7
ISSN:	2666-5352
Identifiers:	Number Type 10.1016/j.puhip.2024.100507 DOI S2666535224000442 Publisher Item Identifier 1900250 Other
Rights:	© 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/).
Divisions:	Schools > School of Social Sciences
Record created by:	Jonathan Gallacher
Date Added:	05 Jun 2024 08:54
Last Modified:	05 Jun 2024 08:54
URI:	https://irep.ntu.ac.uk/id/eprint/51530

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