Many education researchers aim to explain or resolve processes of domination, oppression, inequality and discrimination. For instance, Bleakley et al.[1] have pointed to the dangers of reinforcing post-colonial relations when exporting Western biomedical curricula to other parts of the world. In this commentary, we welcome the intention to show that dominant education theories and methodologies are not neutral and may implicitly reproduce ‘Whiteness’-based norms. Muzzin and Mickleborough compare two studies on internationally trained health professionals, of which one is grounded in post-colonial theory and the other reinforces colonial relations.[2] We acknowledge their point and would like to offer a set of three additional arguments. Firstly, in addition to helping to elucidate the experiences of internationally trained health professionals, post-colonial theory is relevant to the study of the experiences of ethnic minority medical students and female doctors trained within their home countries. Secondly, an intersectionality approach is an important next step forward in medical education research.[3] Thirdly, reflexivity and action research strategies are important for social change.
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