虚拟教学和权力动态:在LIC-HIC教育伙伴关系中对脱殖民地实践的影响
Dawit Wondimagegn1,2, Carrie Cartmill1, Lidya Genene2
1The Wilson Centre, University Health Network and Temerty Faculty of Medicine, University of Toronto, Toronto, Canada.
Medical education
|January 19, 2026
概括
全球学术伙伴关系中的虚拟教学,如多伦多阿迪斯阿贝巴学术合作 (TAAAC),破坏了基本的关系和上下文元素. 这种转变无意中加剧了高收入和低收入伙伴国家之间的权力不平衡和认识体系的不公正.
科学领域:
- 全球卫生教育全球卫生教育
- 学术伙伴关系 学术伙伴关系
- 加强卫生系统 加强卫生系统
背景情况:
- 低收入国家 (LIC) 和高收入国家 (HIC) 之间的全球学术合作有可能使权力差异延续.
- 多伦多亚的斯亚贝巴学术合作 (TAAAC) 利用面对面的教学访问来促进多伦多大学 (UofT) 和亚的斯亚贝巴大学 (AAU) 之间的公平伙伴关系.
- 由于COVID-19大流行,需要转向虚拟教学,挑战TAAAC对面交互和上下文问责制的基础依赖.
研究的目的:
- 检查TAAAC模型在过渡到虚拟教学期间的适应情况.
- 了解TAAAC协作中的利益相关者在大流行引起的虚拟模式下的经验.
- 在LIC-HIC学术伙伴关系中评估虚拟教学对权力动态和关系问责制的影响.
主要方法:
- 定性案例研究方法.
- 描述性和内在的案例研究设计.
- 检查对虚拟教学做出反应的适应和利益相关者的经验.
主要成果:
- 疫情破坏了TAAAC对当地环境和关系组件的重视.
- 虚拟教学取代了面对面的访问,未能减轻UofT和AAU教师之间的权力差异.
- 已建立的结构不足以维持在没有实体存在的情况下的问责制.
结论:
- 虚拟平台削弱了TAAAC模型的关系和特定环境的优势.
- 虚拟教学加强了单方面的知识交流,脱离了教育的背景,并延续了认识论上的不公正.
- 转向虚拟教学削弱了长期以来的LIC-HIC合作伙伴关系中的问责制,突出了它对以环境和关系为中心的合作的局限性.
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