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1
The article develops a framework for social justice education in medical curricula, informed by an anti-discrimination pilot program.
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2
It critiques neoliberal pedagogies, technological determinism, and manufactured scarcity as contemporary challenges in medical education.
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3
The authors advocate for relational community-building, conscientização, and vulnerability as responses to these challenges.
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4
The framework draws on the ideas of Dewey, Freire, and hooks to envision a counter-narrative in medical education.
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5
The authors emphasize the need for imaginative labor to create medical curricula that foster critical consciousness and community engagement.
