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How to … do decolonial research.

Danica Anne Sims1,2, Thirusha Naidu3,4,5

  • 1Faculty of Education, University of Oxford, Oxford, UK.

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Decoloniality in health professions education (HPE) challenges coloniality by dismantling hierarchies that marginalize diverse knowledge systems. Implementing decolonial strategies promotes equitable, socially accountable, and epistemically just research globally.

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Area of Science:

  • Health Professions Education
  • Medical Education Research
  • Decolonial Studies

Background:

  • Coloniality, a legacy of colonialism, perpetuates White, Western, Eurocentric knowledge systems in modern medicine and HPE.
  • This dominance marginalizes diverse epistemologies and creates inequities in research, such as unequal partnerships and poor author representation.

Purpose of the Study:

  • To advocate for decolonial research in HPE as a means to resist and dismantle coloniality.
  • To propose a practical framework for integrating decolonial principles into HPE research practices.

Main Methods:

  • Outlining the problematic nature of coloniality within HPE research contexts.
  • Suggesting a framework based on awareness (critical consciousness), deliberation (reflexivity), and action (transformative praxis).
  • Detailing practical steps for decolonial research, including power sharing, team diversification, participatory methodologies, and amplifying marginalized voices.

Main Results:

  • Identified key issues of coloniality in HPE: unequal partnerships, skewed student exchanges, and underrepresentation of diverse authors.
  • Proposed a framework for decolonial practice in HPE research.
  • Highlighted practical strategies to disrupt hegemonic dissemination and center marginalized knowledge.

Conclusions:

  • Employing decolonial strategies can lead to more equitable, socially accountable, and epistemically just scholarship in HPE.
  • Decolonial research enhances the global relevance and impact of health professions education.