Inclusivity and decolonisation of the post-graduate public health curriculum: Reflections from a student-led approach

TL;DR

This paper discusses the importance of decolonizing public health education through student-led efforts to address historical biases and promote inclusivity.

Contribution

The paper introduces a student-led approach to decolonizing and diversifying public health curricula, offering practical recommendations for implementation.

Findings

A student-led approach can effectively challenge biases in public health education.

Decolonizing curricula is essential for addressing inequalities in global public health.

Recommendations are provided for national and international curriculum reform.

Abstract

The future of successful public health practice requires public health students to be educated within a decolonised curriculum that challenges the historical biases and inequalities that are deeply embedded within global public health and society. In this commentary, we reflect on what it can mean and why it's important to decolonise and diversify a public health curriculum. We describe how we used a student-led approach to begin this process, and share recommendations that are applicable to national and international curricula.