Healthcare systems suggest that operating within fabrics of objectivity, like “colourblind”/race-neutral frameworks and assessments, are necessary for an equitable environment. However, these are deeply flawed and false logics. Structural barriers alongside healthcare’s recent turn towards EDI simultaneously have kept and keep Blackness and Black people outside of medicine and precariously positioned within it. The classroom is a site for liberation, a place to incite action, where we can explore and learn from our (and medicine’s) “complex journey to here.” In this talk, I reflect on my pedagogical practices which “teach against the [med ed] grain,” challenge the over-reliance on neutrality and claims of “unconscious bias,” and embraces the disruptive outcomes of Black queered femme-inst disciplines.

Special thanks to those who have helped make this session with Dr. OmiSoore H. Dryden possible.

Sponsors
Robert Sutherland Visitorship Fund, Susman Family Lecture Endowment Fund, and Inclusive Community Fund

Co-Organizers
Yellow House Centre for Equity and Inclusion, Faculty of Health Sciences EDI Office, and Black Studies