Transforming Global Health Education: Incorporating Antiracist and Anticolonial Principles for Pediatric Equity

Transforming Pediatric Global Health Education through Antiracist and Anticolonial Principles

In response to a growing number of US graduate medical learners and pediatricians who are seeking trning, clinical practice, and scholarly involvement in global health GH, an increasing awareness is being rsed about mitigating pediatric health disparities worldwide. GH involves the application of resources, knowledge, and experiences from diverse communities to address global equity challenges in healthcare. One prominent issue within this field that requires attention is vaccine-preventable diseases as a leading cause of pediatric mortality predominantly occurring in low- and middle-income countries LMICs. The burden of these preventable deaths disproportionately affects LMIC societies, which are often formerly colonized by European powers and described as less developed or capable of change.

Surprisingly, it's noteworthy that former colonies have made significant contributions to advancements in medicine and global health. Yet, the narratives around global pediatric challenges have historically been rooted in Eurocentric perspectives, overlooking the diverse experiences and complexities these societies face. This oversight perpetuates a narrative based on deficit thinking rather than acknowledging the resilience and capacity of LMICs.

The principles of antiracism and anticoloniality offer transformative approaches to the practice and education in global health. These principles advocate for equitable recognition, respect, and support for historically marginalized communities, challenging systemic biases that have long pervaded global health interventions.

One fundamental aspect is recognizing the agency of these societies, not as passive recipients but as active agents capable of change. This involves acknowledging their contributions to global knowledge and practices, including those made by individuals who are often underrepresented in mnstream narratives.

Another principle involves embracing a collaborative partnership framework where the interests and needs of LMICs are central. This means involving local stakeholders, understanding cultural nuances, and collaborating on solutions that align with local values and priorities.

In terms of educational curriculum reform, incorporating perspectives from diverse global health contexts can provide learners with a more comprehensive understanding of the complexities involved in addressing global pediatric health disparities. It is essential to highlight historical and contemporary injustices and to foster critical thinking about how structural factors contribute to health inequities.

Educational reforms should also m to dismantle power imbalances by promoting humility, cultural competence, and equity-centered pedagogy among educators and learners alike. This includes examining the ways in which colonial histories have influenced medical knowledge and practice, acknowledging their impacts on global health priorities, and working towards decolonizing these narratives.

In , antiracist and anticolonial principles offer a roadmap for transforming pediatric global health education to better serve children worldwide. By adopting an inclusive approach that acknowledges historical wrongs, promotes equity, and fosters collaboration with local communities, we can create more effective strategies to address global child health challenges sustnably.

References

List of relevant references would be
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