Movement & Organizing Library
Birthed out of the For Us All campaign, the Movement & Organizing Library is a living collection of research, tools, stories, and frameworks for health professional students and leaders who are organizing for justice, dignity, and care.
Whether you are designing a course, leading a campaign, or just looking for language to name what you are experiencing, this library is here to support you. We encourage you to take what you need and share what you learn.
Carl Frizell et al.
2021
- Advocacy Pillars: Anti-Racist and Justice-Oriented Health Education
- Skills: Curriculum Development
- Audience: Community Based Organizations, Educators, Students/Trainees
The year 2020 ripped off the bandage and exposed us to the ills of centuries of racism in our country; however, we cannot stay in suspended animation. It is now time to deploy targeted actions to deconstruct racist principles and practices, seen and unseen, in the PA profession. The CARES framework offers a foundation on which to build multilevel antiracist interventions in PA education. This framework, coupled with the PAEA Diversity, Equity, and Inclusion Toolkit, can help guide programs and institutions toward becoming more just, diverse, inclusive, and equitable.
Colin Haley, Omar Escontrías, Qin Sun, Scott Schwartz
2025
- Advocacy Pillars: Anti-Racist and Justice-Oriented Health Education, Institutional Support for Historically Excluded Groups, Workforce Diversification
- Skills: Leadership Development
- Audience: Community Based Organizations, Educators, Researchers, Students/Trainees
The study aims to examine the perceptions and experiences of lesbian, gay, bisexual, and queer (LGBQ+) faculty, administrators, and staff regarding campus climate in the United States and Canadian dental schools and allied dental education programs. This research focuses on sexual orientation, excluding gender identity, to provide a clearer understanding of LGBQ+ experiences in academic dentistry.
Jason Glenn et al.
2024
- Advocacy Pillars: Anti-Racist and Justice-Oriented Health Education
- Skills: Curriculum Development, Leadership Development
- Audience: Community Based Organizations, Educators, Researchers, Students/Trainees
A challenge facing many Academic Health Centers (AHCs) attempting to revise health professions education to include the impact of racism as a social and structural determinant of health (SSDoH) is a lack of broad faculty expertise to reinforce and avoid undermining learning modules addressing this topic. To encourage an institutional culture that is in line with new anti-racism instruction, we developed a six-part educational series on the history of racism in America and its impact on contemporary health inequities for teaching structural competency to health professions academicians.
Patrick Smith et al.
2022
- Advocacy Pillars: Anti-Racist and Justice-Oriented Health Education
- Skills: Curriculum Development, Leadership Development
- Audience: Community Based Organizations, Educators, Researchers, Students/Trainees
The framework identifies gaps in CODA standards where racism may be allowed to fester, provides specific antiracism strategies to strengthen antiracism through the accreditation process, and offers dental education programs, a process for evaluating and establishing their own antiracism strategies.
Diego Ardenghi, Renata Grazziotin-Soares, Silvana Papagerakis, Petros Papagerakis
2024
- Advocacy Pillars: Workforce Diversification
- Skills: Leadership Development
- Audience: Community Based Organizations, Educators, Researchers, Students/Trainees
Decades of evidence have demonstrated a lack of workforce diversity and sustaining disparities in academic dentistry and professional practice. Underrepresented minority students may face challenges and implicit bias during the dental schools‘ admission/selection process. This review collected papers from different countries to summarize the Equity-Diversity-Inclusion (EDI)-related strategies that dental schools worldwide have used in their admissions process to increase diversity.
Shelia S. Price, Donna Grant-Mills
2010
- Advocacy Pillars: Workforce Diversification
- Skills: Leadership Development
- Audience: Community Based Organizations, Educators, Researchers, Students/Trainees
In this chapter we describe the institutional and policy-level strategies that dental schools in the Pipeline, Profession, and Practice: Community-Based Dental Education program used to modify their admissions practices to increase the diversity of their student bodies.
Emily A. Benfer
2013
- Advocacy Pillars: Anti-Racist and Justice-Oriented Health Education
- Skills: Curriculum Development, Policy Advocacy
- Audience: Community Based Organizations, Educators, Students/Trainees
This article describes how to adapt MLP best practices to the graduate school setting. Through the story of the Health Justice Project, the article shares practical insights into the process of creating a medical-legal partnership clinic that enrolls students of law, medicine, social work and public health. In addition, this article provides an overview of the key components for a successful medical-legal partnership in which the legal partner is a law school clinic or practicum course.
Amélie Blanchet Garneau, Annette J. Browne, Colleen Varcoe
2017
- Advocacy Pillars: Institutional Support for Historically Excluded Groups
- Skills: Curriculum Development, Leadership Development, Political Education
- Audience: Community Based Organizations, Educators, Researchers, Students/Trainees
Although nursing has a unique contribution to advancing social justice in health care practices and education, and although social justice has been claimed as a core value of nursing, there is little guidance regarding how to enact social justice in nursing practice and education. In this paper, we propose a critical antidiscriminatory pedagogy (CADP) for nursing as a promising path in this direction. We argue that because discrimination is inherent to the production and maintenance of inequities and injustices, adopting a CADP offers opportunities for students and practicing nurses to develop their capacity to counteract racism and other forms of individual and systemic discrimination in health care, and thus promote social justice.
Romesh P. Nalliah, Peggy Timothé Michael S. Reddy
2021
- Advocacy Pillars: Workforce Diversification
- Skills: Leadership Development
- Audience: Community Based Organizations, Educators, Researchers, Students/Trainees
Systemic racism continues to shape inequities in the United States, including within dentistry, where Black Americans face persistent oral health disparities and remain underrepresented in the profession. Despite these challenges, dental education has an opportunity to intervene, though current accreditation standards do not explicitly address racial diversity. To examine the scope of the issue, the authors analyzed ADEA data on the racial composition of dental students admitted and enrolled nationwide.
Morag Paton et al.
2020
- Advocacy Pillars: Anti-Racist and Justice-Oriented Health Education
- Skills: Curriculum Development, Leadership Development
- Audience: Community Based Organizations, Educators, Researchers, Students/Trainees
Health professions education (HPE) is grounded in Eurocentric, modernist ways of knowing that shape what counts as legitimate knowledge, evidence, equity, and justice in both curricula and healthcare practice. This paper describes contemporary HPE as the “Master’s House,” drawing on Audre Lorde, and analyzes its foundations using Quijano’s concept of the Colonial Matrix of Power, particularly through lenses of coloniality, race, and sex/gender. It concludes by exploring how these dominant structures might be dismantled and considers the practical implications for transforming education and practice.
Champion Spotlight
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