La voie vers la justice dans la conception grâce à la conception avec voix multiples dans l'éducation à la santé
DOI :
https://doi.org/10.18357/otessaj.2024.4.3.85Mots-clés :
justice épistémique, co-conception, justice du design, formation interprofessionnelle, compétence, éducation médicaleRésumé
Cet article examine comment les formes traditionnelles de conception curriculaire et de création de contenu peuvent renforcer les hiérarchies oppressives du savoir, tant en milieu éducatif que clinique. Nous proposons de repenser la création du contenu de connaissance grâce à un processus appelé « conception multivocale », qui s'appuie à la fois sur les cadres de justice du design et de justice des connaissances. La conception multivocale intègre et légitime différents types de connaissances et d'expériences, établissant ainsi une autorité épistémique sur une définition plus large de l'expertise. Nous suggérons que cette approche de conception curriculaire et de contenu puisse s'appliquer à l'ensemble de l'éducation, mais le cas de conception présenté ici se concentre spécifiquement sur la compréhension et la prise en compte des biais épistémiques dans l'enseignement et la pratique médicaux.Références
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