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