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Inclusivity and decolonisation of the post-graduate public health curriculum: Reflections from a student-led approach
G Carleton-Boylan1, S Crossley2, P Siebert3
1Public Health, Deputy Director of Public Health Postgraduate Programmes, Director of PGT Quality Assurance, Nottingham Centre for Public Health and Epidemiology, University of Nottingham, United Kingdom.
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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