一个框架去殖民化和多样化生物医学科学课程:重新发现,代表和准备
Tianqi Lu1, Zafar I Bashir2, Alessia Dalceggio2
1Department of Education, University of Bath, UK.
FEBS open bio
|August 2, 2024
概括
消除科学课程的殖民化至关重要,因为殖民遗产会影响研究,并延续健康不平等. 一个新的一个新的一个新的.
科学领域:
- 生物医学科学教育教育教育教育
- 脱殖民主义研究 脱殖民主义研究
- 健康 公平 卫生 公平
背景情况:
- 殖民遗产对科学知识的产生和研究优先事项有重大影响.
- 从历史上看,科学一直被用来证明种族主义和能力主义的意识形态是合理的,影响了当代的研究.
- 生物医学研究偏见可能会加剧健康不平等,课程可能会延续这些问题.
研究的目的:
- 检查学生和工作人员对生物医学科学课程脱殖和多样化的态度.
- 评估布里斯托尔大学目前教学实践的包容性.
- 确定开发非殖民化课程的关键主题.
主要方法:
- 混合方法研究涉及对工作人员 (N=71) 和学生 (N=121) 的调查.
- 聚焦小组进行收集定性数据.
- 使用定量和主题分析来解释研究结果.
主要成果:
- 员工和学生都认识到放弃课程的重要性,女性受访者表示更高的同意.
- 学生比工作人员更少意识到非殖民化的努力.
- 少数民族学生报告说,与白人学生相比,他们在课程中感觉不太代表.
结论:
- 一个"3Rs框架" (重新发现,代表,准备) 建议指导非殖民化努力.
- 生物医学科学课程的非殖民化对于解决历史不平等问题和促进包容性至关重要.
- 这一框架可以为生物医学科学和其他学科的未来课程开发提供信息.
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