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Background <p>Racism experienced by Indigenous Peoples in Canada is rooted in ongoing settler colonialism and represents a structural determinant of health and a significant barrier to their access to healthcare and well-being. Indigenous-specific antiracist education, which centers colonial relations to land and Indigenous sovereignty, is therefore imperative in health professions’ initial and continuing education. Antiracist pedagogy shows promise as it relies on learners’ and educators’ critical reflection and action to transform practices and organizations. This Canadian study aimed to explore educators’ experiences engaging in Indigenous-specific antiracist education, focusing on how they navigate the challenges and complexities of this approach in their practices.</p> Method <p>Following a biographical narrative methodology, we conducted 17 in-depth interviews with educators from diverse racial and experiential backgrounds.</p> Results <p>We identified three interconnected components of being an Indigenous-specific antiracist educator: situating oneself in relation to the land and Indigenous sovereignty, taking responsibility for unlearning colonial narratives and learning from Indigenous knowledge systems, and showing up to navigate resistance to decolonization. By framing these experiences as part of a never-ending learning spiral grounded in relational accountability, this research offers a framework for understanding the complexities of Indigenous-specific antiracist work in educational and healthcare settings.</p> Conclusion <p>The results of this research will help guide and support the practice and training of health professions educators to engage and deepen the dialogue about racism in health care and support action-oriented strategies that address issues of racism and interlocking systems of oppression.</p>

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Being an Indigenous-specific antiracist educator in health professions: a qualitative study of health educators’ learning journeys in Canada

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月17日

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  • Amélie Blanchet Garneau,
  • Cheryl Ward,
  • Patrick Lavoie,
  • Jennifer Petiquay-Dufresne,
  • Marilou Bélisle,
  • Diane Smylie,
  • Céline Nepton,
  • Anne-Renée Delli-Colli

摘要

Background

Racism experienced by Indigenous Peoples in Canada is rooted in ongoing settler colonialism and represents a structural determinant of health and a significant barrier to their access to healthcare and well-being. Indigenous-specific antiracist education, which centers colonial relations to land and Indigenous sovereignty, is therefore imperative in health professions’ initial and continuing education. Antiracist pedagogy shows promise as it relies on learners’ and educators’ critical reflection and action to transform practices and organizations. This Canadian study aimed to explore educators’ experiences engaging in Indigenous-specific antiracist education, focusing on how they navigate the challenges and complexities of this approach in their practices.

Method

Following a biographical narrative methodology, we conducted 17 in-depth interviews with educators from diverse racial and experiential backgrounds.

Results

We identified three interconnected components of being an Indigenous-specific antiracist educator: situating oneself in relation to the land and Indigenous sovereignty, taking responsibility for unlearning colonial narratives and learning from Indigenous knowledge systems, and showing up to navigate resistance to decolonization. By framing these experiences as part of a never-ending learning spiral grounded in relational accountability, this research offers a framework for understanding the complexities of Indigenous-specific antiracist work in educational and healthcare settings.

Conclusion

The results of this research will help guide and support the practice and training of health professions educators to engage and deepen the dialogue about racism in health care and support action-oriented strategies that address issues of racism and interlocking systems of oppression.