This edited volume draws on scholarly research and critical thinking about decolonization in the biomedical sciences, anatomical education and healthcare by authors from different areas within the biomedical arena, providing a multiplicity of perspectives.The authors appeal to and address educators in anatomical and medical education, medical doctors, researchers, scientists and illustrators in the biomedical arena. They add to current and ongoing conversations about the need for addressing Eurocentric and colonial thinking which have prejudicially impacted anatomical education, imagery production, healthcare delivery, medical diagnoses, funding and research. This book provides details of the historical origins of entrenched colonial and Eurocentric thinking which negatively impact on our biomedical field at numerous levels, to the detriment of many recipients of medical education and healthcare. Chapters address how a Eurocentric and colonial worldview is expressed in the production of the many images of the human body in educational material, that has till very recently depicted only people with light skin tones, to the exclusion of people with darker skin tones.The chapters in this book do not represent an ‘attack’ on our current educational and healthcare systems, but rather call for a change in scholarly teaching and academic research. Guidelines are offered for implementing practical changes. These discussions appear at a time in which the Global South is increasingly participating in and contributing to biomedical discourse.This book will appeal to educators of (bio) medicine in general and human anatomy in particular who are interested in the current thinking and discourse about increasing cultural inclusivity and visual equity in biomedical teaching and health care. We hope that these chapters stimulate thinking, promote discussion and contribute to the ongoing decolonial discourse within the biomedical arena.

This edited volume draws on scholarly research and critical thinking about decolonization in the biomedical sciences, anatomical education and healthcare by authors from different areas within the biomedical arena, providing a multiplicity of perspectives.The authors appeal to and address educators in anatomical and medical education, medical doctors, researchers, scientists and illustrators in the biomedical arena. They add to current and ongoing conversations about the need for addressing Eurocentric and colonial thinking which have prejudicially impacted anatomical education, imagery production, healthcare delivery, medical diagnoses, funding and research. This book provides details of the historical origins of entrenched colonial and Eurocentric thinking which negatively impact on our biomedical field at numerous levels, to the detriment of many recipients of medical education and healthcare. Chapters address how a Eurocentric and colonial worldview is expressed in the production of the many images of the human body in educational material, that has till very recently depicted only people with light skin tones, to the exclusion of people with darker skin tones.The chapters in this book do not represent an ‘attack’ on our current educational and healthcare systems, but rather call for a change in scholarly teaching and academic research. Guidelines are offered for implementing practical changes. These discussions appear at a time in which the Global South is increasingly participating in and contributing to biomedical discourse.This book will appeal to educators of (bio) medicine in general and human anatomy in particular who are interested in the current thinking and discourse about increasing cultural inclusivity and visual equity in biomedical teaching and health care. We hope that these chapters stimulate thinking, promote discussion and contribute to the ongoing decolonial discourse within the biomedical arena.

This edited volume draws on scholarly research and critical thinking about decolonization in the biomedical sciences, anatomical education and healthcare by authors from different areas within the biomedical arena, providing a multiplicity of perspectives.The authors appeal to and address educators in anatomical and medical education, medical doctors, researchers, scientists and illustrators in the biomedical arena. They add to current and ongoing conversations about the need for addressing Eurocentric and colonial thinking which have prejudicially impacted anatomical education, imagery production, healthcare delivery, medical diagnoses, funding and research. This book provides details of the historical origins of entrenched colonial and Eurocentric thinking which negatively impact on our biomedical field at numerous levels, to the detriment of many recipients of medical education and healthcare. Chapters address how a Eurocentric and colonial worldview is expressed in the production of the many images of the human body in educational material, that has till very recently depicted only people with light skin tones, to the exclusion of people with darker skin tones.The chapters in this book do not represent an ‘attack’ on our current educational and healthcare systems, but rather call for a change in scholarly teaching and academic research. Guidelines are offered for implementing practical changes. These discussions appear at a time in which the Global South is increasingly participating in and contributing to biomedical discourse.This book will appeal to educators of (bio) medicine in general and human anatomy in particular who are interested in the current thinking and discourse about increasing cultural inclusivity and visual equity in biomedical teaching and health care. We hope that these chapters stimulate thinking, promote discussion and contribute to the ongoing decolonial discourse within the biomedical arena.