Passing the microphone: broadening perspectives by amplifying underrepresented voices
- PDF / 595,672 Bytes
- 9 Pages / 439.37 x 666.142 pts Page_size
- 110 Downloads / 162 Views
Passing the microphone: broadening perspectives by amplifying underrepresented voices Dawit Wondimagegn1 · Sophie Soklaridis2,3,4,5 · Helen Yifter6 · Carrie Cartmill2 · Mariamawit Yonathan Yeshak7 · Cynthia Whitehead2,3,8 Received: 11 June 2020 / Accepted: 30 October 2020 © Springer Nature B.V. 2020
In its first 25 years, the journal Advances in Health Sciences Education (AHSE) has become known for pushing boundaries to expand notions of what is recognized as relevant and legitimate in the study of health professions education (HPE). In this special edition, the AHSE community celebrates this success, and honours the legacy of its founding Editor-in-Chief, Geoff Norman. We applaud AHSE for using this occasion to consider ways that the field has benefited from a broad range of theories, methodologies, and disciplinary or interdisciplinary perspectives. True to the spirit of the journal, this celebration invites scholarly questioning of how to further advance HPE. As the world moves beyond traditional approaches to teaching and learning in HPE to more international and interconnected approaches (Harden 2006), advances to scholarship in our field must include closer attention to the voices and contexts that are absent or under-represented. Questions that shine light on structural barriers that silence certain voices and/or contexts are essential to consider if the aims of HPE are to be international rather than Euroamerican dominated. The AHSE community of scholars is well positioned to share ideas for levelling the playing field in global HPE research and find ways to have more inclusive scholarly conversations.
* Cynthia Whitehead [email protected] 1
Department of Psychiatry, School of Medicine, College of Health Sciences, Addis Ababa University, P.O. Box 9086, Addis Ababa, Ethiopia
2
The Wilson Centre, University Health Network, University of Toronto, 200 Elizabeth Street 1ES‑559, Toronto, ON M5G 2C4, Canada
3
Department of Family and Community Medicine, University of Toronto, 500 University Ave, Toronto, ON M5G 1V7, Canada
4
Department of Psychiatry, University of Toronto, 250 College Street, Toronto, ON M5T 1R8, Canada
5
Centre for Addiction and Mental Health, 250 College Street, Toronto, ON M5T 1R8, Canada
6
Department of Internal Medicine, School of Medicine, College of Health Sciences, Addis Ababa University, P.O. Box 9086, Addis Ababa, Ethiopia
7
Department of Pharmaceutical Chemistry and Pharmacognosy, College of Health Sciences, Addis Ababa University, P.O. Box 9086, Addis Ababa, Ethiopia
8
Women’s College Hospital, 76 Grenville Street, Toronto, ON M5S 1B2, Canada
13
Vol.:(0123456789)
D. Wondimagegn et al.
The notion of attending to absences, and recognizing ‘absence research’ as a legitimate area of focus in HPE, was the topic of a recently published AHSE paper (Paton et al. 2020). We consider the under-representation of certain voices and/or contexts to be an important area of absence that requires further examination. We write this piece as a group of educators an
Data Loading...
