ArticleBMJ global health2023
Using antioppressive teaching principles to transform a graduate global health course at Johns Hopkins University.
Article in BMJ global health, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Decolonizing global health: a scoping review of its key components, proposed actions, and contributors.Global health research and policy · 2025Article
- Decolonizing global health: a scoping review.BMC health services research · 2025Article
- Anti-oppression pedagogy in health professions: a scoping review.Advances in health sciences education : theory and practice · 2025Article
- On the nature and structure of epistemic injustice in the neglected tropical disease knowledge ecosystem.PLoS neglected tropical diseases · 2024Article
- Global health and the elite capture of decolonization: On reformism and the possibilities of alternate paths.PLOS global public health · 2023Review
Corrections and comments
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Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Education systems and pedagogical practices in global public health are facing substantive calls for change during the current and ongoing 'decolonising global health' movement. Incorporating antioppressive principles into learning communities is one promising approach to decolonising global health education. We sought to transform a four-credit graduate-level global health course at the Johns Hopkins Bloomberg School of Public Health using antioppressive principles. One member of the teaching team attended a year-long training designed to support changes in pedagogical philosophy, syllabus development, course design, course implementation, assignments, grading, and student engagement. We incorporated regular student self-reflections designed to capture student experiences and elicit constant feedback to inform real-time changes responsive to student needs. Our efforts at remediating the emerging limitations of one course in graduate global health education provide an example of overhauling graduate education to remain relevant in a rapidly changing global order.
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