Background: The coronavirus disease 2019 (COVID-19) pandemic exposed long-standing connections between health inequity and social injustice. With Millennials and Gen Z at the forefront of protests against racial injustices, the disconnect between students and educators is increasing. Students expect educators to trouble the comfort zone of the classroom and clinical settings to address the complex dynamics of anti-Black racism and oppressive practices. Educators are challenged to be critical allies for transformative learning to occur.
Method: The innovative co-creation of a teaching and learning model involving educators and students is introduced.
Results: Centering educators as critical allies, the model demonstrates how, using the three P components of people, place, and program, educators can integrate the principles of equity, diversity, and inclusion for a transformative experience that will bolster the student-educator relationship.
Conclusion: Educators as critical allies are central to dismantling anti-Black racism and other forms of oppression through teaching and learning. .
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Background: The coronavirus disease 2019 (COVID-19) pandemic exposed long-standing connections between health inequity and social injustice. With Millennials and Gen Z at the forefront of protests against racial injustices, the disconnect between students and educators is increasing. Students expect educators to trouble the comfort zone of the classroom and clinical settings to address the complex dynamics of anti-Black racism and oppressive practices.
View Article and Find Full Text PDFReconsidering the 'post-truth critique': Scientific controversies and pandemic responses in Brazil.
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February 2025
University of São Paulo, Sao Paulo, Brazil.
Science and Technology Studies (STS) has long been criticized for eroding science's authority and blurring the line between opinions and facts, and more recently for contributing to the emergence of 'far-right populists' and 'anti-science movements'. This article argues that 'post-truth politics' does not necessarily entail epistemic democratization. This claim is based on an investigation of the controversies surrounding public health policies during the Covid-19 pandemic in Brazil.
View Article and Find Full Text PDFPeer-led self-advocacy for people with intellectual disability through the lens of "freedom through encounter".
J Intellect Dev Disabil
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Social Policy Research Centre, University of New South Wales, Sydney, Australia.
Background: A peer-led self-advocacy group, Our Voice SA, is used as a case study to explore how the social engagement of people with intellectual disability contributed to their self-advocacy about things that are important to them.
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Key Lab of Organic-based Fertilizers of China and Jiangsu Provincial Key Lab for Solid Organic Waste Utilization, Nanjing 210095, Jiangsu, China.
Intense microbial competition in soil has driven the evolution of resistance mechanisms, yet the implications of such evolution on plant health remain unclear. Our study explored the conversion from antagonism to coexistence between () and () and its effects on wilt disease (FWD) control. We found a bacilysin transmembrane transporter (MFS4) in , critical during cross-kingdom dialogue with v.
View Article and Find Full Text PDFPromoting epistemic justice: Supporting inclusion and belonging for disabled individuals in health professions.
Nurse Educ Today
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Department of Occupational Science and Occupational Therapy, Faculty of Medicine, University of British Columbia, Canada.
Background: The underrepresentation of students and professionals with disabilities in health professions is well-documented in research, emphasizing the urgent need for greater inclusivity. Institutional structures often restrict disabled individuals from sharing their specialized knowledge on navigating disability, perpetuating epistemic injustice. Research emphasizes the importance of amplifying their voices to address inequities and restore epistemic justice.
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