Full Breakdown
Controversy Surrounds University Courses on Decolonizing Medicine and Whiteness
1/21/2026, 3:45:27 AM
Overview of the Courses
The University of Maryland and Brooklyn College are facing criticism for courses that incorporate themes of identity politics and social justice into their curricula. The University of Maryland's course, titled "Decolonizing Medicine: Steps to Actionable Change," is set to be offered in the spring semester of 2026. It aims to explore how colonial legacies influence global health systems and medical practices, challenging the notion of "the White body" as the standard in medical training. Topics include "Medicine as a Colonial Project" and "Indigenous Medicine and Knowledge Systems," with readings from critical race theory and works like *Medical Apartheid*.
In parallel, Brooklyn College's mandatory course for psychology students, "Multicultural Counseling and Consultation," includes discussions on whiteness and privilege, requiring students to complete a BuzzFeed privilege quiz. This course also features lectures on microaggressions and collective racial healing activities.
Criticism and Opposition
Critics argue that these courses prioritize ideological frameworks over evidence-based medical training and psychological practices. Reagan Dugan, director of higher education initiatives at Defending Education, expressed concern that the Maryland course promotes a view of medicine as inherently problematic due to its colonial history, potentially undermining the training of future healthcare professionals. Dr. Kurt Miceli, medical director at Do No Harm, echoed these sentiments, stating that such courses could erode trust in the medical profession if patients perceive their care as influenced by political ideologies rather than scientific principles.
Similarly, the Brooklyn College course has been labeled as "deeply divisive" by educational groups. Rhyen Staley, research director at Defending Education, criticized the requirement for psychology students to engage with what he termed "caustic ideologies," arguing that it constitutes ideological indoctrination.
Official Statements & Responses
The University of Maryland has not publicly commented on the backlash against its course. However, the course description emphasizes its goal of fostering critical engagement with historical and contemporary health issues. Brooklyn College has also not provided a response to the criticisms leveled against its course.
Verbatim Quotes
- “Coursework that frames medicine as problematic because of its ‘colonial legacy’ is both historically and scientifically unfounded.” — Reagan Dugan, Director of Higher Education Initiatives, Defending Education
- “ "Over time, trust in the profession gets undermined, particularly if patients feel their care is being filtered through a political lens rather than grounded in biology, data, and individualized medical need," Miceli said.” — Dr. Kurt Miceli, Medical Director, Do No Harm
- “It should be of major concern to the public and parents that future school psychologists are required to pass a class that promotes such deeply divisive and caustic ideologies,” — Rhyen Staley, Research Director, Defending Education
Conflicting Reports & Gaps
While both courses have faced significant criticism, there is a lack of comprehensive data on student reactions or the broader impact of these courses on educational outcomes. Additionally, no official responses from the universities have been provided, leaving gaps in understanding the institutions' stances on the controversies.
Conclusion
The introduction of courses focused on decolonizing medicine and examining whiteness in educational settings has sparked a significant debate about the role of identity politics in higher education. As these discussions continue, the implications for future healthcare and psychological practices remain a focal point of concern among critics.
