Fowler Kathleen L
School of Social Sciences and Human Services, Ramapo College of New Jersey, Mahwah, NJ 07430, USA.
Omega (Westport). 2008;57(1):53-91. doi: 10.2190/OM.57.1.d.
This article presents resources and strategies for the infusion of diversity and social justice themes into an undergraduate death and dying course. The intent is not to replace or dismiss existing thanatological insights and debates, but rather to widen the cultural perspective to bring these insights and debates into conversation with multiple ways of perceiving and understanding. The article covers definitions, goals and rationales, challenges in identifying and developing appropriate resources, and overall course design. It also explores readings, audiovisual materials, class activities, and pedagogical approaches to foster: student engagement with diverse world-views and experiences; understanding of "cultural competence" in various fields; awareness of the impact of race, class, gender, etc., on access to resources and care; commitment to activism for social justice; and exposure to many forms of resilience, meaning-making, and creative healing.
本文介绍了将多样性和社会正义主题融入本科死亡与临终课程的资源和策略。其目的不是取代或摒弃现有的死亡学见解和辩论，而是拓宽文化视角，使这些见解和辩论能与多种认知和理解方式展开对话。文章涵盖了定义、目标和基本原理、识别和开发合适资源时面临的挑战以及整体课程设计。它还探讨了阅读材料、视听材料、课堂活动以及教学方法，以促进：学生对多元世界观和经历的参与；对各领域“文化能力”的理解；对种族、阶级、性别等因素对资源获取和护理影响的认识；对社会正义行动主义的承诺；以及接触多种形式的适应力、意义构建和创造性疗愈。
