{"id":346977,"date":"2023-12-14T14:41:11","date_gmt":"2023-12-14T19:41:11","guid":{"rendered":"https:\/\/yfile.news.yorku.ca\/?p=346977"},"modified":"2025-04-02T12:40:14","modified_gmt":"2025-04-02T16:40:14","slug":"graduate-students-see-health-equity-in-practice","status":"publish","type":"post","link":"https:\/\/www.yorku.ca\/yfile\/2023\/12\/14\/graduate-students-see-health-equity-in-practice\/","title":{"rendered":"Graduate students see health equity in practice\u00a0"},"content":{"rendered":"\n\n\n

By Elaine Smith <\/em><\/strong><\/p>\n\n\n\n

While working toward a master\u2019s degree in health equity, Erin Flanagan<\/strong>\u2019s experiential education (EE) opportunity in the Human Rights & Health Equity graduate course offered by Jessica Vorstermans<\/strong> was a factor in her decision to pursue her passion for health policy and equity in the PhD program at ¿ì²¥ÊÓƵ. <\/h3>\n\n\n\n

In addition to teaching relevant theory, Vorstermans, an assistant professor of critical disability studies, requires students in her course to engage with small organizations that are doing grassroots work. She also brings in speakers from such organizations to share their work experiences with the class.<\/p>\n\n\n

\n
\"Graduate
Graduate students, professor and members of SweetGrass Roots Collective gathering sweet water at Black Creek Community Farm. Pictured, left to right: Olivia, Jessica, Star, Kashfa, Sana and Jennifer.<\/figcaption><\/figure>\n<\/div>\n\n\n

\u201cI want the students to engage with the people doing that work on the ground and understand what that looks like,\u201d said Vorstermans. \u201cWe talk about community engagement in research and intersectionality, and I think it\u2019s important for students to experience that and have time to think, reflect and debrief as part of their academic training, since they\u2019ll likely be working in policy and different systems of care.  <\/p>\n\n\n\n

\u201cThe idea is for them to be close to the people who are experiencing the policies, theories and concepts my students are learning about: those who experience inequity.\u201d <\/p>\n\n\n\n

The organizations that provide Vorstermans\u2019 students an opportunity for EE include: the Sweetgrass Roots Collective<\/a>, an Indigenous collective that works to re-indigenize urban spaces, doing land- and place-based education, earthwork, arts and storytelling, to plant and steward land at Black Creek Community Farm, which is next door to York\u2019s Keele Campus; Community Peacemaker Teams<\/a>, an advocacy organization that describes itself as building partnerships to transform violence and aggression; and the Ocama Collective, \u201ca community-directed group of birth workers of colour, living and working in Tkaronto [Toronto], who are dedicated to the reclamation of traditional and holistic childbearing and birthing practices amongst IBPIC folx\u201d (sic).  <\/p>\n\n\n\n

\u201cLearning from people experientially is powerful,\u201d said Vorstermans, and both Flanagan and recent student Humairaa Karodia<\/strong> agree.<\/p>\n\n\n

\n
\"Humairaa
Humairaa Karodia <\/figcaption><\/figure>\n<\/div>\n\n\n

\u201cThe group project was the highlight of the course, because it allowed me to immerse myself into the real world,\u201d said Flanagan. \u201cWe were doing research with a purpose, so we could see it come to fruition, see the end result and see that it made an impact.\u201d <\/p>\n\n\n\n

Flanagan and the four other students on her team worked with the Indigenous Wet\u2019suwet\u2019en people of British Columbia who have been protesting plans made by large corporations to build pipelines on their lands \u2013 projects that don\u2019t have the tribe\u2019s consent. <\/p>\n\n\n\n

\u201cWe worked as an ally to support the Indigenous community with their protest, document it and ensure it got proper coverage in the media,\u201d said Flanagan. \u201cWe provided the story from the perspective of the Indigenous community and we helped gather information so we could support the protest, researching the amount of money the RCMP was spending on the protest, including blockades and arrests of Indigenous people. We tried to find numbers so we could provide a clear look at how much public money goes into this. <\/p>\n\n\n\n

\u201cThere were a lot of nuances, and we filed a freedom of information request, going through that whole process. We built skills around how to find information people try to conceal. It brought to light what is transparent and what is not.\u201d <\/p>\n\n\n\n

Their experience also caused team members to consider their own privilege, something they all discussed. <\/p>\n\n\n\n

\u201cWe talked about how to form a genuine allyship and avoid tropes of the white saviour,\u201d she said. \u201cIt helped us stay grounded. We were constantly asking questions, since we had no lived experience with the issue.\u201d<\/p>\n\n\n

\n
\"Master\u2019s
Master\u2019s student Erin Flanagan and her classmates at Black Creek Community Farm, visiting with the members of the SweetGrass Roots Collective. <\/figcaption><\/figure>\n<\/div>\n\n\n

Karodia, a master\u2019s student in health policy and equity, chose to work with the Sweetgrass Roots Collective to harvest sweet water because she remembers childhood trips to maple syrup farms and was also eager to give back to the Indigenous community during a time of reconciliation. <\/p>\n\n\n\n

\u201cThis was deconstructing what I knew about maple syrup,\u201d she said, referring to sweet water, also known as sap. \u201cAnd after all the years of hurt inflicted on the Indigenous Peoples, they still welcome settlers with open arms, asking us to come learn from them and join them. Forming these spaces allows us to see the common ground we all hold. Under the scope of human rights, this type of bonding, trust, and collaboration humanizes one another and we begin to feel like we are one body and obliged to protect one another.\u201d <\/p>\n\n\n\n

Karodia found many similarities between Indigenous Peoples and Muslims in Canada, including adherence to a lunar calendar and promoting gratitude and sustainable living. <\/p>\n\n\n\n

\u201cThe way they hold their natural spaces and respect every living creature is very similar to Islam, and the West has discriminated and looked down on Islam in the same way they have on Indigenous practices and beliefs,\u201d she said. \u201cWhen we talk about agency, we think about protests and demonstrations, but bringing awareness can also be through intimate spaces like this, about bolstering your community together. Even the smallest action, such as boiling sweet water and canning it so it can go to Indigenous people throughout the province, makes a difference.\u201d <\/p>\n\n\n\n

After their EE opportunities, the teams each presented a concept they learned during their work and related it to their classroom learning. Their presentations fostered thought-provoking discussion that Flanagan found \u201cvery rewarding.\u201d <\/p>\n\n\n\n

\u201cThis practical experience was so refreshing,\u201d she said. \u201cIt was the first time I\u2019d done research in a group setting and the team dynamic was really enjoyable. We build some concrete skills that we could put on a resume. It was great that Professor Vorstermans offered us this opportunity.\u201d <\/p>\n\n\n\n

For her part, Vorstermans says students\u2019 graduate work \u201cfocuses a lot on theory. When you put that together with work on the ground, you realize that things can be complicated and difficult.  <\/p>\n\n\n\n

\u201cAs the students move into expert mode as researchers, they need to know that their learning should be directed by those experiencing harms, injustices and oppression,\u201d she said. \u201cListening is an important skill.\u201d <\/p>\n","protected":false},"excerpt":{"rendered":"

Experiential education opportunities give graduate students studying health equity an opportunity to learn directly from those experiencing inequity.<\/p>\n","protected":false},"author":5,"featured_media":315781,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_kad_blocks_custom_css":"","_kad_blocks_head_custom_js":"","_kad_blocks_body_custom_js":"","_kad_blocks_footer_custom_js":"","footnotes":""},"categories":[64,11,13],"tags":[32,29,5,6,7,63,35,12,4],"yfileauthor":[],"qualifier":[],"yfile-author":[],"tags-to-show":[149,145,180,147,167,162,153,146],"workflow":[],"class_list":["post-346977","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-innovatus","category-latest-news","category-teaching-learning","tag-bipoc","tag-community","tag-experiential-education","tag-faculty","tag-fgs","tag-faculty-of-health","tag-partnerships","tag-students","tag-yfile","tags-to-show-bipoc","tags-to-show-community","tags-to-show-experiential-education","tags-to-show-faculty","tags-to-show-faculty-of-graduate-studies","tags-to-show-faculty-of-health","tags-to-show-partnerships","tags-to-show-students"],"acf":{"internal_publish_date":null,"original_image":null},"yoast_head":"\nGraduate 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