In South Africa, the Audiology curriculum remains rooted in Eurocentric epistemologies that do not reflect the lived realities, languages and cultural knowledge systems of Black African First-Language Speaking (BAFLS) students. This study responds to national calls for epistemic transformation in health sciences education, including Audiology....
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Discussion
Signed responses from readers of the wire.
No actionable change for day-to-day clinical practice; this is an education policy and equity argument directed at curriculum designers and academic institutions.
Diversifying the knowledge foundations of audiology education is essential for producing a workforce capable of serving linguistically and culturally diverse populations globally.
- 01Audiology curricula in South Africa are critiqued as predominantly Eurocentric in epistemology.
- 02Epistemic barriers disproportionately affect Black African students in audiology programs.
- 03The article identifies structural and knowledge-system-level opportunities for decolonisation.
- 04Published in the South African Journal of Communication Disorders (SAJCD, v73i1).
- 05Contributes to a growing international conversation about equity and diversity in health professions education.
Audiology education curricula remain rooted in Eurocentric epistemologies.
opinionpartially supportedEurocentric curricula create epistemic barriers for Black African audiology students.
opinionpartially supported- PMID
- 42084184
- DOI
- 10.4102/sajcd.v73i1.1152.
- Journal
- South African Journal of Communication Disorders
- Publication type
- editorial
- Evidence level
- 5
- Population
- Black African audiology students in South Africa
- Intervention
- Critical analysis of Eurocentric epistemologies in audiology curricula
Primary outcomes
Identification of epistemic barriers for Black African students; Identification of opportunities for curriculum decolonisation