Physiology, like most scientific disciplines, is the product of colonial epistemologies. The question is how to engage in meaningful efforts to deconstruct coloniality in physiological research, teaching, and learning—and if so, how to go about it. Any effort to address this issue must engage peoples and individuals historically marginalized or underrepresented in the discipline since Physiology, and thus Physiology education, are at the foundation of medicine. This work would have broad implications for teaching, research, and healthcare practice. In this essay/review, I reflect on how colonial epistemologies underpin modern Physiology and higher education. I follow with a discussion of possible frameworks for decolonial work in Physiology, and map recent contributions to the literature on inclusive teaching to these frameworks.
Patricio E. Mujica (Mon,) studied this question.