Public Health Education in Africa: The Case of Epistemic (in) Justice and Indigenous Health Systems

Abstract

This chapter interrogates epistemic injustice in public health education; with a focus on indigenous systems in Africa; and calls for the prompt address of the persistent injustices associated with knowledge development, validation, and application. The forms of epistemic injustices including interpretive marginalisation and credibility deficit are discussed and arguments raised on how common practices in public health and public health education (such as research partnerships, authorship practices, and choice of research structure) are infused with imbalances. This viewpoint aims to interpret, avert, and nullify biased knowledge observances in public health that are imposed on indigenous individuals in their capacity as apprehenders, producers, and users of knowledge. It further provides probable means of accepting, developing, and sustaining useful knowledge systems with an ultimate intention of fostering good health and wellbeing for all as captured in the Sustainable Development Goal [SDG]- 3.