Narrative Pedagogy in Public Health: Teaching Systemic Inequities through the Short and Tragic Life of Robert Peace
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| Title: | Narrative Pedagogy in Public Health: Teaching Systemic Inequities through the Short and Tragic Life of Robert Peace |
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| Language: | English |
| Authors: | Naa-Solo Tettey |
| Source: | Higher Education Studies. 2025 15(2):402-414. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Public Health, Undergraduate Study, Undergraduate Students, Health Education, Social Differences, Educational Theories, Public Policy, Empathy, Systems Approach, Advocacy, Intervention, Curriculum Development, Teaching Methods, Course Descriptions, Assignments |
| ISSN: | 1925-4741 1925-475X |
| Abstract: | This study explores the impact of integrating "The Short and Tragic Life of Robert Peace" into the undergraduate public health course PBHL 2950: Disparities in Health as a pedagogical tool to enhance student understanding of systemic inequities. Traditional lecture-based methods often fail to effectively convey complex concepts such as social determinants of health (SDOH), systemic racism, and economic disparities. Narrative-based learning, however, has been shown to deepen student engagement by humanizing statistical data and theoretical constructs. Using a mixed-methods approach, this study assesses how engagement with Robert Peace's life story influences students' comprehension of public health frameworks, including the Social-Ecological Model (SEM) and SDOH, and their ability to critically analyze structural inequities. Findings indicate that students demonstrated significant improvement in their ability to identify systemic health disparities, apply public health theories, and engage in policy discussions. Qualitative analysis of student reflections revealed increased empathy, enhanced systems thinking, and a stronger motivation for public health advocacy. However, students faced challenges in developing actionable, multi-tiered public health interventions, underscoring the need for structured guidance on intervention design. The study suggests that integrating real-world narratives into public health curricula can bridge the gap between theory and lived experience, preparing students with the critical thinking skills necessary for addressing health disparities. These findings contribute to ongoing discussions on innovative teaching strategies that cultivate cultural competence, policy awareness, and advocacy-oriented thinking in future public health professionals. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1471125 |
| Database: | ERIC |
| Abstract: | This study explores the impact of integrating "The Short and Tragic Life of Robert Peace" into the undergraduate public health course PBHL 2950: Disparities in Health as a pedagogical tool to enhance student understanding of systemic inequities. Traditional lecture-based methods often fail to effectively convey complex concepts such as social determinants of health (SDOH), systemic racism, and economic disparities. Narrative-based learning, however, has been shown to deepen student engagement by humanizing statistical data and theoretical constructs. Using a mixed-methods approach, this study assesses how engagement with Robert Peace's life story influences students' comprehension of public health frameworks, including the Social-Ecological Model (SEM) and SDOH, and their ability to critically analyze structural inequities. Findings indicate that students demonstrated significant improvement in their ability to identify systemic health disparities, apply public health theories, and engage in policy discussions. Qualitative analysis of student reflections revealed increased empathy, enhanced systems thinking, and a stronger motivation for public health advocacy. However, students faced challenges in developing actionable, multi-tiered public health interventions, underscoring the need for structured guidance on intervention design. The study suggests that integrating real-world narratives into public health curricula can bridge the gap between theory and lived experience, preparing students with the critical thinking skills necessary for addressing health disparities. These findings contribute to ongoing discussions on innovative teaching strategies that cultivate cultural competence, policy awareness, and advocacy-oriented thinking in future public health professionals. |
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| ISSN: | 1925-4741 1925-475X |
