scholarly journals Articulating Black Feminist Health Science Studies

2017 ◽  
Vol 3 (2) ◽  
pp. 1-27 ◽  
Author(s):  
Moya Bailey ◽  
Whitney Peoples
Keyword(s):  
Social Justice ◽  
Curriculum Reform ◽  
Cultural Production ◽  
Science Studies ◽  
Medical Curriculum ◽  
Medical Science ◽  
Well Being ◽  
Health Science ◽  
Black Feminist ◽  
Health And Well Being

Black Feminist Health Science Studies (BFHSS) is a critical intervention into a number of intersecting arenas of scholarship and activism, including feminist health studies, contemporary medical curriculum reform conversations, disability studies, environmental justice, and feminist technoscience studies (Bailey, 2016). We argue towards a theory of BFHSS that builds on social justice science, which has as its focus the health and well-being of marginalized groups. We would like to move towards a social justice science that understands the health and well-being of people to be its central purpose. This formulation of BFHSS provides evidence of the co-constitutive nature of medical science and popular perception, underscoring the need to engage them simultaneously. Health is both a desired state of being and a social construct necessary of interrogation because of the ways that race, gender, able bodiedness, and other aspects of cultural production profoundly shape our notions of what is healthy (Metzl & Kirkland, 2010).

Misogynoir in Medical Media: On Caster Semenya and R. Kelly

2016 ◽  
Vol 2 (2) ◽  
pp. 1-31 ◽  
Author(s):  
Moya Bailey
Keyword(s):  
Black Women ◽  
Curriculum Reform ◽  
Science Studies ◽  
Medical Curriculum ◽  
Real Life ◽  
Health Science ◽  
Digital Culture ◽  
Biomedical Knowledge ◽  
Gendered Violence ◽  
Caster Semenya

Misogynoir describes the co-constitutive, anti-Black, and misogynistic racism directed at Black women, particularly in visual and digital culture (Bailey, 2010). The term is a combination of misogyny, the hatred of women, and noir, which means black but also carries film and media connotations. It is the particular amalgamation of anti-Black racism and misogyny in popular media and culture that targets Black trans and cis women. Representational images contribute to negative societal perceptions about Black women, which can precipitate racist gendered violence that harms health and can even result in death. As philosopher Linda Alcoff asserts, racism depends on perceptible difference to determine which bodies are expendable, and in this cultural moment of Black hypervisibility, Black women are particularly vulnerable (Philosophy). I use two culture examples to explore the real life impact of misogynoir in medical media. I explore the ways in which the biomedical knowledge produced by physicians reinforces certain bodies as normal and others as pathological. The case of Caster Semenya as well as the trial of R&B star R. Kelly, allow me to introduce Black feminist health science studies as a critical intervention into current medical curriculum reform conversations.

Enhancing Response Ability: Dietetics as a Vehicle for Social Justice—A Primer

2021 ◽  
Vol 82 (4) ◽  
pp. 159-166
Author(s):  
Jennifer Brady ◽  
Tanya L’heureux
Keyword(s):  
Social Justice ◽  
Well Being ◽  
Dietetic Education ◽  
Collective Response ◽  
Critical Reflexivity ◽  
The Social ◽  
Health And Well Being ◽  
Do So ◽  
Lack Of Knowledge

Recent world events have shone a spotlight on the social and structural injustices that impact the lives, health, and well-being of individuals and communities under threat. Dietitians should be well positioned to play a role in redressing injustice through their individual and collective “response abilities”, that is, the combination of responsibility for and ability to be responsive to such injustices due to the varying privilege and power that dietitians have. However, recent research shows that dietitians report a lack of knowledge, skill, and confidence to take on such roles, and that dietetic education includes little knowledge- or skill-based learning that might prepare dietitians to do so. This primer aims to introduce readers to concepts that are fundamental to socially just dietetics practice, including privilege, structural competence, critical reflexivity, critical humility, and critical praxis. We assert that when implemented into practice and used to inform advocacy and activism these concepts enhance dietitians’ individual and collective response ability to redress injustice.

scholarly journals Still striding toward social justice? Redirecting physical activity research in a post-COVID-19 world

2021 ◽  
Author(s):  
Rebecca E Lee ◽  
Rodney P Joseph ◽  
Loneke T Blackman Carr ◽  
Shaila Marie Strayhorn ◽  
Jamie M Faro ◽  
...  
Keyword(s):  
Physical Activity ◽  
Social Justice ◽  
Health Disparities ◽  
Chronic Disease ◽  
Behavioral Medicine ◽  
Well Being ◽  
People Of Color ◽  
Ecologic Model ◽  
Health And Well Being ◽  
Disproportionate Burden

Abstract The COVID-19 crisis and parallel Black Lives Matter movement have amplified longstanding systemic injustices among people of color (POC). POC have been differentially affected by COVID-19, reflecting the disproportionate burden of ongoing chronic health challenges associated with socioeconomic inequalities and unhealthy behaviors, including a lack of physical activity. Clear and well-established benefits link daily physical activity to health and well-being—physical, mental, and existential. Despite these benefits, POC face additional barriers to participation. Thus, increasing physical activity among POC requires additional considerations so that POC can receive the same opportunities to safely participate in physical activity as Americans who are White. Framed within the Ecologic Model of Physical Activity, this commentary briefly describes health disparities in COVID-19, physical activity, and chronic disease experienced by POC; outlines underlying putative mechanisms that connect these disparities; and offers potential solutions to reduce these disparities. As behavioral medicine leaders, we advocate that solutions must redirect the focus of behavioral research toward community-informed and systems solutions.

scholarly journals Uniting Resilience Research and Practice With an Inequalities Approach

SAGE Open ◽  
2016 ◽  
Vol 6 (4) ◽  
pp. 215824401668247 ◽  
Author(s):  
Angie Hart ◽  
Emily Gagnon ◽  
Suna Eryigit-Madzwamuse ◽  
Josh Cameron ◽  
Kay Aranda ◽  
...  
Keyword(s):  
Social Justice ◽  
Young People ◽  
Well Being ◽  
Future Research ◽  
Research Practice ◽  
Children And Young People ◽  
Research And Practice ◽  
Individual Level ◽  
Health And Well Being ◽  
Research And Policy

The concept of resilience has evolved, from an individual-level characteristic to a wider ecological notion that takes into account broader person–environment interactions, generating an increased interest in health and well-being research, practice and policy. At the same time, the research and policy-based attempts to build resilience are increasingly under attack for responsibilizing individuals and maintaining, rather than challenging, the inequitable structure of society. When adversities faced by children and young people result from embedded inequality and social disadvantage, resilience-based knowledge has the potential to influence the wider adversity context. Therefore, it is vital that conceptualizations of resilience encompass this potential for marginalized people to challenge and transform aspects of their adversity, without holding them responsible for the barriers they face. This article outlines and provides examples from an approach that we are taking in our research and practice, which we have called Boingboing resilience. We argue that it is possible to bring resilience research and practice together with a social justice approach, giving equal and simultaneous attention to individuals and to the wider system. To achieve this goal, we suggest future research should have a co-produced and inclusive research design that overcomes the dilemma of agency and responsibility, contains a socially transformative element, and has the potential to empower children, young people, and families.

scholarly journals Assessment in Undergraduate Medical Education: Bangladesh Perspectives

2013 ◽  
Vol 12 (4) ◽  
pp. 357-363 ◽  
Author(s):  
M Haque ◽  
R Yousuf ◽  
SM Abu Baker ◽  
A Salam
Keyword(s):  
Medical Education ◽  
Education Reform ◽  
Undergraduate Medical Education ◽  
Curriculum Reform ◽  
Medical Curriculum ◽  
Medical Science ◽  
Undergraduate Curriculum ◽  
Oral Examination ◽  
Formative Assessments ◽  
The Government

Background: Medical education in Bangladesh is totally controlled by the Government and run a unique undergraduate curriculum throughout the country in both public and private sectors. This paper is aimed to briefly describe the medical education reform in Bangladesh and suggests further assessment changes. The present official form of undergraduate medical curriculum has first evolved in 1988 followed by revision in 2002 and 2012. Assessment and teaching are the two sides of the same coin. Assessment drives learning and learning drives practices. Following the curriculum reform since 2002, the assessment in undergraduate medical education has been greatly changed. There are a lot of in-course formative assessments which include item examination, card final and term final, designed to improve the quality of education. Ten percent marks of summative written examinations derive from formative assessment. Traditional oral examination has been changed to structured form to ensure greater reliability. Even then, teachers are not yet building up to conduct oral examination in such a structured way. Examiners differ in their personality, style and level of experience with variation of questioning and scoring from student to students. Weakness of reliability on oral examination still exists. Students also feel very stressful during the oral examinations. Moreover, to conduct such oral examination, three to four months times per year are lost by the faculties which can be efficiently utilised for teaching and research purposes. Worlds' leading medical schools now-a-days used oral examination only for borderline and distinction students. Bangladesh also must consider oral examination only for borderline and distinction students. DOI: http://dx.doi.org/10.3329/bjms.v12i4.16658 Bangladesh Journal of Medical Science Vol. 12 No. 04 October ’13 Page 357-363

scholarly journals Thoughts on Public Space and Flourishing during COVID-19

2020 ◽  
pp. 249-254
Author(s):  
Setha Low
Keyword(s):  
Social Justice ◽  
Public Space ◽  
Research Evidence ◽  
Well Being ◽  
Cultural Continuity ◽  
Ethnographic Research ◽  
Exposure Risk ◽  
Open Spaces ◽  
Informal Work ◽  
Health And Well Being

Public space offers the places, circuits and networks used for contact with the diverse people and different activities that make up our social and psychological world. There is 35 years of ethnographic research evidence that public space is a major contributor to a flourishing society by promoting social justice and democratic practices, informal work and social capital, play and recreation, cultural continuity and social cohesion, as well as health and well-being. During this COVID-19 pandemic, however, we are experiencing a shrinking sense of this world and the resulting isolation tears at the fabric of our lives and exposes how dependent we are on one another for well-being and happiness. At the same time the pandemic highlights the socioeconomic basis of disease vulnerability and exposure risk. Expanding the use of streets, parks and open spaces can help to reinstitute the kinds of connections and relationships that underpin a flourishing society but only if a social justice agenda is kept in mind.

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