Student experiences and perspectives on decolonising global health education : a qualitative study across five Nordic countries
Infanti, Jennifer J ; Omija Korpela, Jessica ; Stephenson, Chloe Maria ; Blystad, Astrid ; Sørensen, Jane Brandt ; Einarsdóttir, Jónína ; Gebremariam, Mekdes Kebede ; Gunnlaugsson, Geir ; Herder, Tobias LU
and Koivusalo, Meri
, et al.
(2025)
In Global Health Action
18(1).
p.1-15
- Abstract
BACKGROUND: Decolonisation has become a global health priority, addressing inequities rooted in colonial histories that continue to shape power dynamics and knowledge systems. Nordic global health programmes bring together students and faculty from diverse backgrounds in a region defined by inclusive ideals but shaped by underexamined colonial legacies. This context offers a valuable setting to examine how decolonial perspectives are integrated or overlooked in global health education.
OBJECTIVE: To explore students' perspectives on decolonisation in global health education, focusing on their understanding, experiences, and views on potential pedagogical change.
METHODS: A qualitative study involving 72 students from Nordic... (More)
BACKGROUND: Decolonisation has become a global health priority, addressing inequities rooted in colonial histories that continue to shape power dynamics and knowledge systems. Nordic global health programmes bring together students and faculty from diverse backgrounds in a region defined by inclusive ideals but shaped by underexamined colonial legacies. This context offers a valuable setting to examine how decolonial perspectives are integrated or overlooked in global health education.
OBJECTIVE: To explore students' perspectives on decolonisation in global health education, focusing on their understanding, experiences, and views on potential pedagogical change.
METHODS: A qualitative study involving 72 students from Nordic countries and other world regions, enrolled in global health programmes at 11 academic institutions across five Nordic countries. Fourteen focus group discussions were conducted, and the data were analysed using qualitative content analysis principles.
RESULTS: Students shared nuanced understandings of systemic power imbalances in global health practice and education and expressed the need for structural changes. They identified gaps in curricula and pedagogy, including limited integration of decolonial perspectives and inequities in knowledge production. Students called for more inclusive and culturally relevant curricula that reflect diverse contexts. They emphasised student agency in shaping education while acknowledging barriers such as institutional biases and inconsistent faculty engagement.
CONCLUSIONS: Decolonising Nordic global health education is a long-term process requiring sustained institutional commitment. Student-informed strategies include embedding reflexivity into curricula, engaging with Nordic colonial histories, and designing reciprocal international learning arrangements. While context-specific, these findings may inform broader efforts to decolonise global health educational practices.
(Less)
- author
- Infanti, Jennifer J
; Omija Korpela, Jessica
; Stephenson, Chloe Maria
; Blystad, Astrid
; Sørensen, Jane Brandt
; Einarsdóttir, Jónína
; Gebremariam, Mekdes Kebede
; Gunnlaugsson, Geir
; Herder, Tobias
LU
and Koivusalo, Meri
, et al. (More)
- Infanti, Jennifer J
; Omija Korpela, Jessica
; Stephenson, Chloe Maria
; Blystad, Astrid
; Sørensen, Jane Brandt
; Einarsdóttir, Jónína
; Gebremariam, Mekdes Kebede
; Gunnlaugsson, Geir
; Herder, Tobias
LU
; Koivusalo, Meri
; Löve, Jesper
; Lundin, Karima
; Perkiö, Mikko
; Puthoopparambil, Soorej Jose
; Sahlen, Klas-Göran
; Haaland, Marte Emilie Sandvik
; Stoor, Jon Petter
and Atkins, Salla
(Less)
- organization
- publishing date
- 2025
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Qualitative Research, Global Health, Focus Groups, Scandinavian and Nordic Countries, Decolonisation, Education
- in
- Global Health Action
- volume
- 18
- issue
- 1
- article number
- 2512624
- pages
- 1 - 15
- publisher
- Taylor & Francis
- external identifiers
-
- pmid:40501179
- ISSN
- 1654-9716
- DOI
- 10.1080/16549716.2025.2512624
- language
- English
- LU publication?
- yes
- id
- e3c8bb50-63b6-433d-9773-961cce9449e0
- date added to LUP
- 2025-06-13 07:55:57
- date last changed
- 2025-06-13 08:45:51
@article{e3c8bb50-63b6-433d-9773-961cce9449e0,
abstract = {{<p>BACKGROUND: Decolonisation has become a global health priority, addressing inequities rooted in colonial histories that continue to shape power dynamics and knowledge systems. Nordic global health programmes bring together students and faculty from diverse backgrounds in a region defined by inclusive ideals but shaped by underexamined colonial legacies. This context offers a valuable setting to examine how decolonial perspectives are integrated or overlooked in global health education.</p><p>OBJECTIVE: To explore students' perspectives on decolonisation in global health education, focusing on their understanding, experiences, and views on potential pedagogical change.</p><p>METHODS: A qualitative study involving 72 students from Nordic countries and other world regions, enrolled in global health programmes at 11 academic institutions across five Nordic countries. Fourteen focus group discussions were conducted, and the data were analysed using qualitative content analysis principles.</p><p>RESULTS: Students shared nuanced understandings of systemic power imbalances in global health practice and education and expressed the need for structural changes. They identified gaps in curricula and pedagogy, including limited integration of decolonial perspectives and inequities in knowledge production. Students called for more inclusive and culturally relevant curricula that reflect diverse contexts. They emphasised student agency in shaping education while acknowledging barriers such as institutional biases and inconsistent faculty engagement.</p><p>CONCLUSIONS: Decolonising Nordic global health education is a long-term process requiring sustained institutional commitment. Student-informed strategies include embedding reflexivity into curricula, engaging with Nordic colonial histories, and designing reciprocal international learning arrangements. While context-specific, these findings may inform broader efforts to decolonise global health educational practices.</p>}},
author = {{Infanti, Jennifer J and Omija Korpela, Jessica and Stephenson, Chloe Maria and Blystad, Astrid and Sørensen, Jane Brandt and Einarsdóttir, Jónína and Gebremariam, Mekdes Kebede and Gunnlaugsson, Geir and Herder, Tobias and Koivusalo, Meri and Löve, Jesper and Lundin, Karima and Perkiö, Mikko and Puthoopparambil, Soorej Jose and Sahlen, Klas-Göran and Haaland, Marte Emilie Sandvik and Stoor, Jon Petter and Atkins, Salla}},
issn = {{1654-9716}},
keywords = {{Qualitative Research; Global Health; Focus Groups; Scandinavian and Nordic Countries; Decolonisation; Education}},
language = {{eng}},
number = {{1}},
pages = {{1--15}},
publisher = {{Taylor & Francis}},
series = {{Global Health Action}},
title = {{Student experiences and perspectives on decolonising global health education : a qualitative study across five Nordic countries}},
url = {{http://dx.doi.org/10.1080/16549716.2025.2512624}},
doi = {{10.1080/16549716.2025.2512624}},
volume = {{18}},
year = {{2025}},
}