Department of Public Health Education, University of North Carolina Greensboro, Greensboro, North Carolina (Dr Rosario and Mr Al Amin); and Adventist Community Restoration Center, Greensboro, North Carolina (Mr Parker).
J Public Health Manag Pract. 2022;28(Suppl 1):S74-S81. doi: 10.1097/PHH.0000000000001432.
Structural racism, a fundamental cause of health inequities, must be dismantled to fulfill society's interest in ensuring conditions in which all people have opportunities conducive to health. Correspondingly, the Ten Essential Public Health Services center equity, and Council on Education for Public Health (CEPH) accreditation criteria require public health students to learn about racism. However, little guidance is provided to help faculty empower future generations of public health professionals to challenge it.
In response to the 2020 murders of George Floyd, Ahmaud Arbery, and Breonna Taylor, faculty at UNC Greensboro denounced racism and recommitted to anti-racist pedagogy and praxis. In this article, we discuss integrated ways a graduate-level public health assessment and planning course empowered students to name structural racism, understand how it operates, and collaborate for action.
Specifically, we highlight (1) our use of the book The Color of Law as means to understand racism as a structural intervention; (2) the Harvard Case Teaching Method as an organizing framework to make the classroom a critically engaged democratic setting; (3) change experts from local health and nonprofit organizations engaged in policy making to address social determinants and disparities resulting from structural racism (eg, housing, health care access, food insecurity); and (4) engagement with a minority-owned nonprofit to allow for practice applying knowledge and skills to address local inequities.
Our 4-pronged pedagogical approach provides an innovative, tangible example for other public health programs as they reflect upon academic institutions' unique power and role in addressing the public health crisis of structural racism.
结构性种族主义是健康不平等的根本原因，必须予以消除，以实现社会确保所有人都有机会促进健康的目标。相应地，《十项基本公共卫生服务》以公平为中心，而公共卫生教育认证委员会（CEPH）的认证标准要求公共卫生专业的学生学习有关种族主义的知识。然而，为了帮助教师赋予未来几代公共卫生专业人员以挑战种族主义的能力，并没有提供多少指导。
针对 2020 年乔治·弗洛伊德、阿马德·阿伯里和布雷娜·泰勒被谋杀的事件，北卡罗来纳大学格林斯伯勒分校的教师谴责了种族主义，并重新致力于反种族主义的教学法和实践。在本文中，我们讨论了一种综合的方法，即在一门研究生公共卫生评估和规划课程中，使学生能够命名结构性种族主义，了解其运作方式，并为采取行动而合作。
具体来说，我们强调了以下 4 点：（1）我们使用《颜色的法律》一书作为理解结构性种族主义作为一种结构性干预的手段；（2）哈佛案例教学法作为一个组织框架，使课堂成为一个批判性参与的民主环境；（3）让参与制定政策的当地卫生和非营利组织的变革专家来解决结构性种族主义导致的社会决定因素和差异（如住房、医疗保健机会、粮食不安全）；（4）与一家少数民族所有的非营利组织合作，让学生有机会将知识和技能应用于解决当地的不平等问题。
我们的四管齐下的教学方法为其他公共卫生项目提供了一个创新的、切实可行的范例，因为这些项目正在反思学术机构在解决结构性种族主义这一公共卫生危机方面的独特权力和作用。
