“The light made us uncomfortable at the beginning, but we don’t want it to turn off again”: On decolonization and global health teaching

Auteurs-es

  • Sepideh Yousefzadeh University of Groningen

DOI :

https://doi.org/10.15173/ijsap.v6i2.5137

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Références

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Hassan, F., Yamey, G., & Abbasi, K. (2021). Profiteering from vaccine inequity: a crime against humanity? BMJ, 374, n2027. https://doi.org/10.1136/bmj.n2027

Hirsch, L. A. (2020). In the wake: Interpreting care and global health through Black geographies. Area, 52(2), 314-321. https://doi.org/10.1111/area.12573

Hooks, B. (2010). Teaching critical thinking. Routledge.

Hooks, B. (2013). Teaching community: A pedagogy of hope. Routledge.

Iseke-Barnes, J. M. (2008). Pedagogies for decolonizing. Canadian Journal of Native Education, 31(1), 123-148.

Kamara, K. (2016). Ebola: In search of a new metaphor. Futures, 84, 193-200.

Marmot, M. (2018). Just societies, health equity, and dignified lives: the PAHO Equity Commission. The Lancet, 392(10161), 2247-2250.

Motta, S. C. (2018). Feminizing and decolonizing higher education: Pedagogies of dignity in Colombia and Australia. In Decolonization and feminisms in global teaching and learning (pp. 25-42). Routledge.

Ng, R. (2018). Decolonizing teaching and learning through embodied learning. Sharing Breath: Embodied Learning and Decolonization. Athabasca UP. https://edtechbooks. org/-NWU.

Vergès, F. (2018). Decolonial feminist teaching and learning: what is the space of decolonial feminist teaching? In Decolonization and Feminisms in Global Teaching and Learning (pp. 91-102). Routledge.

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Publié-e

2022-10-18

Comment citer

Yousefzadeh, S. (2022). “The light made us uncomfortable at the beginning, but we don’t want it to turn off again”: On decolonization and global health teaching. International Journal for Students as Partners, 6(2), 128–134. https://doi.org/10.15173/ijsap.v6i2.5137

Numéro

Vol. 6 No. 2 (2022)

Rubrique

Reflective Essays

Licence

(c) Tous droits réservés Sepideh Yousefzadeh 2022

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