Ohio State University course challenges students to address white and straight privilege
A Controversial Health Sciences Course at Ohio State University
A health sciences course offered at Ohio State University has sparked controversy for its approach to addressing privilege. The course, titled ”Individual Differences in Patient/Client Populations,” aims to explore various perspectives on disability, chronic disease, healthcare disparity, culture, and their impact on health and wellness.
One particular discussion in the course required white, heterosexual, and able-bodied students to confront their privilege. This assignment, called “Unpack the Invisible Knapsack,” was inspired by the work of feminist scholar Peggy Mclntosh. Students were asked to choose from a “White Privilege Knapsack,” “Heterosexual Privilege Knapsack,” or ”Able-Bodied Knapsack.”
The assignment included excerpts from Mclntosh’s writings, such as one that highlighted how whiteness protected her from hostility and violence. Students were then instructed to reflect on their own privilege, consider what they can do with it, and imagine how things would be different with more privilege.
While the “White Privilege Knapsack” activity required official OSU login identification, the “Heterosexual Privilege Knapsack” did not. However, it did address sexual orientation and gender identity, stating that straight individuals do not need to worry about harassment or assault.
In addition to the knapsack activities, students were also required to watch a film called “White People” and learn how to navigate race in their daily lives.
A Broader Trend in Universities
Dr. Stanley Goldfarb, chairman of Do No Harm, a group that reviewed the course, criticized the curriculum, stating that it reflects a broader trend in universities adopting divisive and political ideologies. He argued that this approach, rooted in critical race theory and the oppressor/oppressed dyad, only leads to divisiveness and intergroup hostility.
However, Ben Johnson, a spokesman for the university, defended the course, emphasizing Ohio State’s commitment to academic freedom and freedom of expression. He stated that the university aims to create an inclusive environment where all viewpoints are welcome and respected.
How can discussions about privilege in healthcare access be conducted in a way that fosters understanding and empathy rather than leading to a divisive or contentious classroom environment
The ways in which individuals from different backgrounds may experience disparities in healthcare.
The controversy surrounding this course stems from its method of addressing privilege, especially in relation to race and ethnicity. While the intention of the course may seem admirable, some critics argue that the approach is misguided and could potentially perpetuate negative stereotypes or reinforce discrimination.
One of the main concerns raised by critics is that the course may oversimplify complex issues of privilege and marginalization. They argue that reducing the experiences of diverse patient populations solely to their racial or ethnic backgrounds overlooks other factors such as socioeconomic status, geographic location, or cultural beliefs that may also contribute to disparities in healthcare access.
Furthermore, some critics fear that focusing on privilege may lead to a divisive and contentious classroom environment. They argue that discussions about sensitive topics like race and ethnicity can often become heated, and that curricula should strive to foster understanding and empathy rather than fostering conflict.
Proponents of the course argue that it is essential to acknowledge and address racial and ethnic disparities in healthcare in order to improve patient outcomes and create a more equitable healthcare system. They believe that examining privilege is a necessary step towards understanding and dismantling systemic inequalities in the healthcare field.
Supporters also argue that the controversy surrounding the course is indicative of a larger issue: the discomfort and resistance faced in discussions about privilege. They contend that the backlash against the course highlights the need for more education and open dialogue around topics related to privilege and discrimination.
In response to the criticism, the Ohio State University faculty members responsible for the course emphasize that it is designed to encourage critical thinking and engage students in challenging conversations. They assert that the course aims to help future healthcare professionals understand the complexity of privilege and develop strategies to address disparities effectively.
The controversy surrounding the health sciences course at Ohio State University is not unique. Similar debates have unfolded at other universities across the country as institutions grapple with how to best incorporate discussions about privilege into their curricula.
Ultimately, the contentious nature of the course highlights the ongoing challenges faced in addressing privilege within the field of health sciences education. While some argue that the course is a necessary step towards creating a more equitable healthcare system, others maintain that it may oversimplify complex issues and potentially perpetuate negative stereotypes. Finding a balance between acknowledging privilege and fostering understanding is ultimately crucial in order to create a healthcare system that provides equal access and quality care to all individuals, regardless of their background or identity.
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