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Hetero- and cisnormativity-UK pharmacy education as a queer opponent
Andrew Mawdsley1, Sarah C Willis2
1Division of Pharmacy and Optometry, University of Manchester, Manchester, UK.
UK pharmacy education normalizes heterosexuality, failing to prepare students to care for LGBTQI+ individuals. Learners are actively challenging these hetero/cisnormative curricula, promoting inclusive practices in health professions education.
Area of Science:
- Health Professions Education
- Pharmacy Education
- Queer Pedagogy
Background:
- Curricula often embed hegemonic discourses and heterosexual assumptions.
- Queer pedagogy offers a framework to identify and challenge these norms in health education.
- Understanding hetero/cisnormativity is crucial for inclusive healthcare training.
Purpose of the Study:
- To assess hetero/cisnormativity in UK pharmacy curricula.
- To problematize the normalization of heterosexuality in pharmacy education.
- To explore strategies for disrupting these norms.
Main Methods:
- Online cross-sectional surveys distributed to pharmacy course leads and MPharm students.
- Quantitative data on curriculum design and barriers to inclusive design.
- Qualitative data on the lived experience of the hidden curriculum.
Main Results:
- Pharmacy education normalizes hetero/cis identities, leading to othering.
- The curriculum is experienced as LGBTQI+ exclusionary and not ally-supportive.
- Learners are not adequately prepared to care for LGBTQI+ patients.
Conclusions:
- UK pharmacy curricula often exclude LGBTQI+ individuals and exhibit homonegativity.
- Students are actively resisting and disrupting hetero/cisnormative elements.
- This critical approach to curricula can be applied across health professions education.
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