Abstract
The dialectics raised, by the delivery of centralised medical education curricula within contemporary Northern Ireland, are considered for their situatedness within that post-conflict society. Critical sociocultural lenses are used to explore questions of identity and the capacity for change inherent in education. Residual colonialist perspectives are explored together with prominent contemporary discourses of medical education, including the overarching influence of positivism. A proposal is made for post-conflict medical pedagogy which engages learners and educators in transformational critical consciousness and trauma-informed curricula practice.
| Original language | English |
|---|---|
| Title of host publication | Being in shadow and light: academics in conflict and post-conflict higher education |
| Editors | Dina Belluigi, Tom Parkinson |
| Publisher | Open Book Publishers |
| Chapter | 5 |
| Pages | 161–190 |
| Number of pages | 30 |
| ISBN (Electronic) | 9781805114079 |
| ISBN (Print) | 9781805114048, 9781805114055 |
| DOIs | |
| Publication status | Published - 06 Jan 2025 |
Access to Document
- Hidden legacies of the Troubles: post-conflict pedagogy as resistance in Northern Irish medical education
Copyright 2025 the authors. This is an open access Creative Commons Attribution-NonCommercial License (https://creativecommons.org/licenses/by-nc/4.0/), which permits use, distribution and reproduction for non-commercial purposes, provided the author and source are cited.