GLPH 281 Racism and Health in Canada
Dr. Giselle Valarezo & Dr. Jenn Carpenter
This course will allow the student to explore the effect that racism has had on the health of individuals and communities in Canada. It will be presented in a framework for conceptualizing the social determinants of Indigenous Peoples’ health (https://www.nccah-ccnsa.ca/docs/social%20determinates/nccah-loppie-wien_report.pdf ) and will progress from historical data to present day. Students will be encouraged to examine their own biases and positionality, while understanding the effects that racism has had, and has to this day, on the health of equity-deserving communities in Canada. Through course assessments, and reflective study, the students will begin to develop skills to support positive change.
Minimum 2nd year (level 2) standing.
NOTE: Priority access will be given to students registered in the Bachelor of Health Sciences program.
Teaching strategies for the online format will include provided online materials, embedded video lectures by experts, online discussions and two live small group sessions. This course will also be offered in a blended format on-campus.
After completing GLPH 281, students will be able to:
- Identify the ways in which their individual social location influences their perspective and practice as health advocate and global citizen.
- Apply a process of reflexive inquiry to continuously adapt and improve upon their skills in cultural safety, and advocacy for health equity.
- Analyze the strengths and potential pitfalls in creating public health policy aimed at mitigating racially-based health inequities, particularly as they relate to racialized communities in Canada.
- Demonstrate the complexity and pervasiveness of racism as it relates to health, and develop potential personal and structural ways to begin to disrupt and dismantle these effects.
- Understand the importance of collaboration and empowerment of stakeholders, when
- advocating for positive change.
The Assessments that correspond with the program competencies are indicated below:
- Communicator (Assessments 1–7)
- Advocate (Assessments 1, 2 & 4)
- Leader (Assessments 1, 2, 5 & 6)
- Scholar (Assessment 6)
- Professional (Assessments 2 - 5)
- Collaborator (Assessments 2, 5)
Assessment 1 - Positioning Exercise (10%)
Assessment 2 - Health Equity Impact Assessment Part 1 (20%)
Determinants of Health and Inequities to be considered.
a. Choose an historical or current policy/program from the suggested list
b. Identify two racialized communities/populations to consider
c. Describe the Social Determinants and health inequities to be considered in assessing the impact of the policy/program
Assessment 3 - Health Equity Impact Assessment Part 2 (20%)
Intended and unintended consequences, and methods of mitigation of effects.
Assessment 4 - Health Equity Impact Assessment Part 3 (20%)
Modified policy/program: Create a 5-minute video describing either (a.) modifications that you might make to the policy to mitigate the unintended negative outcomes or (b.) a new policy aimed at achieving a similar goal. Present video at a small group meeting
Assessment 5 - Peer Evaluation (5%)
Provide feedback to your peers.
Assessment 6 - Health Equity Impact Assessment Part 4 (10%)
Assessment and dissemination: describe ways to assess and disseminate information about your new policy/program in the context of mitigating racial inequities in health.
Assessment 7 - Online and Group Participation (15%)
Students can expect to spend approximately 8 - 12 hours a week in study, practice and online activity for GLPH 281 (total ~120 hours).
Learning modules, course notes and select readings will be made available as needed by the instructor and will be accessible on onQ/Elentra