Intersectionality as a Critical Framework for Medical Ethics Education
Medical ethics educators have a responsibility to assess the dominant pedagogical methods and textbooks we utilize to advance our students’ knowledge about cultural differences and health disparities. In this essay, I argue that intersectional theory functions as an effective tool for the assessmen...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Philosophy Documentation Center
2023
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| In: |
Journal of the Society of Christian Ethics
Year: 2023, Volume: 43, Issue: 1, Pages: 93-109 |
| Online Access: |
Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
| Summary: | Medical ethics educators have a responsibility to assess the dominant pedagogical methods and textbooks we utilize to advance our students’ knowledge about cultural differences and health disparities. In this essay, I argue that intersectional theory functions as an effective tool for the assessment and correction of diversity, equity, and inclusion training models for medical students. I critique, in particular, the additive conceptions of identity and diversity that dominate the literature. Intersectional theorists also provide helpful directives for how to train students to be suspicious of social categories and their relations to power structures. Their ideas can be used to create parameters for case-based learning so as not to undertheorize the culture of medicine and to add depth to core concepts like autonomy and privacy through much-needed investigations of identity formation and expression. Ultimately, intersectional theory pushes medical ethicists to educate their students to understand difference, diversity, and inequity within a wider moral frame. |
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| ISSN: | 2326-2176 |
| Contains: | Enthalten in: Society of Christian Ethics, Journal of the Society of Christian Ethics
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| Persistent identifiers: | DOI: 10.5840/jsce202341881 |