Title

Teaching Constructive Dialogue as a Social Medicine Tool for Peace

Department/School

Justice and Peace Studies

Date

2019

Document Type

Article

DOI

https://doi.org/10.1080/10402659.2019.1667573

Abstract

The social medicine learning communities of which we are a part comprise individuals from Uganda, Rwanda, Zimbabwe, Haiti, the United States, Canada, and Lebanon among other countries. United in an interest to understand and address the social and structural determination of health, learners have spanned a wide range of religious, ethnic, socioeconomic, and racial backgrounds. These diverse social locations have shaped lives in unique ways and given rise to profoundly divergent perspectives on sexual orientation, gender norms, reproductive health, and the role of medicine and health professionals in society among other issues. To navigate these differences and to equip our students with an integral tool for social justice and health equity, we teach constructive dialogue as a tool, amongst many others, for health professionals.

Volume

31

Issue

2

Published in

Peace Review: A Journal of Social Justice

Citation/Other Information

Finnegan, A.C., Westerhaus, M.J., Goronga, T., & Amadriyo, E. (2019). Teaching Constructive Dialogue as a Social Medicine Tool for Peace. Peace Review, 31(2), 208-215. https://doi.org/10.1080/10402659.2019.1667573

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