This paper will query whether a dedicated news platform can attune to young people’s civic needs? That is to ask: can this be a space that follows a social media logic of conversation and ‘give and take’ – with producers and consumers changing roles or even losing the distinction? How could and would such a news source be of interest to urban young, arguably the group that feels most removed from citizen status and social acceptance for who they happen to be? ‘Urban youth’ for us refers to a very specific group of young people. They are Marokko.nl’s community members. As the name suggests a fair number of them will consider themselves to be Moroccan-Dutch. From our perspective it is important to understand this group as identifying with ethnic minority groups in the Netherlands, although most of them will have been born in the Netherlands and hold Dutch citizenship. More than other young people they will recognize Islam as the religion they feel closest to. They also share a sense, as will become clear below, that they are caught ‘between two worlds’ (Elias and Lemish, 2008; Singla, 2004; Gezduci and D’Haenens, 2010). Mainstream Dutch media cast preciously few actors, anchors, audience members and experts from ethnic minority groups. Not surprisingly, this is often given as a reason to distrust hegemonic media and as underlining a sense of distance and alienation from Dutch society (see also Awad and Roth, 2011: 401).
Gepubliceerd in Medical Teacher, 17-10-2020, Taylor & Francis Online https://www.tandfonline.com/toc/imte20/current?gclid=EAIaIQobChMI4bTGiZrs7wIVSBV7Ch3GzAAbEAAYASAAEgKAMfD_BwE CC-BY-NC-ND With an increasingly ageing population there will be a rising demand for palliative care, including from older migrants and ethnic minorities. While many (future) physicians are unfamiliar with specific needs of older migrants and ethnic minorities regarding care and communication in palliative care, this may be challenging for them to deal with. Moreover, even many medical teachers also feel unprepared to teach palliative care and culturally sensitive communication to students. In order to support medical teachers, we suggest twelve tips to teach culturally sensitive palliative care to guide the development and implementation of teaching this topic to medical students. Drawn from literature and our own experiences as teachers, these twelve tips provide practical guidance to both teachers and curriculum designers when designing and implementing education about culturally sensitive palliative care.
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With an increasingly ageing population there will be a rising demand for palliative care, including from older migrants and ethnic minorities. While many (future) physicians are unfamiliar with specific needs of older migrants and ethnic minorities regarding care and communication in palliative care, this may be challenging for them to deal with. Moreover, even many medical teachers also feel unprepared to teach palliative care and culturally sensitive communication to students. In order to support medical teachers, we suggest twelve tips to teach culturally sensitive palliative care to guide the development and implementation of teaching this topic to medical students. Drawn from literature and our own experiences as teachers, these twelve tips provide practical guidance to both teachers and curriculum designers when designing and implementing education about culturally sensitive palliative care.
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