Teaching social inequalities in health: barriers and opportunities.
This article examines some of the main threats and new opportunities encountered by teachers of social inequalities in health in contemporary academia. Focusing mostly on the recent US and European experiences, I suggest that lay world views legitimating social inequalities are often in conflict with explanations arising from social epidemiology and medical sociology. The dominance of medicine in public health, through its often implicit assumptions about the biological determinants of human behaviour, is also identified as a barrier to teaching social inequalities in health. Educational elitism, which restricts higher education to members of the upper middle class, is identified as another barrier to teaching social inequalities in health. On the other hand, teachers in this field can benefit from a recent growth of empirical studies during the last decade aimed at understanding the social determinants of health inequalities. Finally, I suggest that familiarity with current critical scholarship within public health, as well as the use of techniques developed by sociologists to teach social stratification, can be valuable resources for teaching social inequalities in health.
Muntaner
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Prevention Research Center and Institute of Occupational and Environmental Health, School of Medicine, West Virginia University, Morgantown 26506-9190, USA.
D001294:Attitude to Health; D003144:Communication Barriers; D004813:Epidemiology / Q000193:education; D007722:Health Knowledge, Attitudes, Practice; D006304:Health Status; D006801:Humans; D011287:Prejudice; D011634:Public Health / Q000193:education*; D012923:Social Class; D012935:Social Justice; D013336:Students, Health Occupations / Q000523:psychology; D013663:Teaching / Q000379:methods*; D014481:United States