Dismantling the master’s house: new ways of knowing for equity and social justice in health professions education

Morag Paton; Thirusha Naidu; Tasha R. Wyatt; Oluwasemipe Oni; Gianni R. Lorello; Umberin Najeeb; Zac Feilchenfeld; Stephanie J. Waterman; Cynthia R. Whitehead; Ayelet Kuper

doi:10.1007/s10459-020-10006-x

Dismantling the master’s house: new ways of knowing for equity and social justice in health professions education

Morag Paton, Thirusha Naidu, Tasha R. Wyatt, Oluwasemipe Oni, Gianni R. Lorello, Umberin Najeeb, Zac Feilchenfeld, Stephanie J. Waterman, Cynthia R. Whitehead, Ayelet Kuper

Psychiatry and Health Behavior

Research output: Contribution to journal › Article › peer-review

60 Scopus citations

Abstract

Health professions education (HPE) is built on a structural foundation of modernity based on Eurocentric epistemologies. This foundation privileges certain forms of evidence and ways of knowing and is implicated in how dominant models of HPE curricula and healthcare practice position concepts of knowledge, equity, and social justice. This invited perspectives paper frames this contemporary HPE as the “Master’s House”, utilizing a term referenced from the writings of Audre Lorde. It examines the theoretical underpinnings of the “Master’s House” through the frame of Quijano’s concept of the Colonial Matrix of Power (employing examples of coloniality, race, and sex/gender). It concludes by exploring possibilities for how these Eurocentric structures may be dismantled, with reflection and discussion on the implications and opportunities of this work in praxis.

Original language	English (US)
Pages (from-to)	1107-1126
Number of pages	20
Journal	Advances in Health Sciences Education
Volume	25
Issue number	5
DOIs	https://doi.org/10.1007/s10459-020-10006-x
State	Published - Dec 2020

Keywords

Coloniality
Critical theory
Curricula
Decolonization
Equity
Health professions education
Medical education
Social justice

ASJC Scopus subject areas

Education

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abstract = "Health professions education (HPE) is built on a structural foundation of modernity based on Eurocentric epistemologies. This foundation privileges certain forms of evidence and ways of knowing and is implicated in how dominant models of HPE curricula and healthcare practice position concepts of knowledge, equity, and social justice. This invited perspectives paper frames this contemporary HPE as the “Master{\textquoteright}s House”, utilizing a term referenced from the writings of Audre Lorde. It examines the theoretical underpinnings of the “Master{\textquoteright}s House” through the frame of Quijano{\textquoteright}s concept of the Colonial Matrix of Power (employing examples of coloniality, race, and sex/gender). It concludes by exploring possibilities for how these Eurocentric structures may be dismantled, with reflection and discussion on the implications and opportunities of this work in praxis.",

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AU - Oni, Oluwasemipe

AU - Lorello, Gianni R.

AU - Najeeb, Umberin

AU - Feilchenfeld, Zac

AU - Waterman, Stephanie J.

AU - Whitehead, Cynthia R.

AU - Kuper, Ayelet

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KW - Social justice

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Dismantling the master’s house: new ways of knowing for equity and social justice in health professions education

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Keywords

ASJC Scopus subject areas

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