“Learning Our Bodies, Healing Our Selves”

Title“Learning Our Bodies, Healing Our Selves”
Year for Search2015
AuthorsSchlesinger, William
Secondary AuthorsBrodsky, Alexandra, and Nalebuff, Rachel Kauder
Secondary TitleThe Feminist Utopia Project: Fifty-Seven Visions of a Wildly Better Future
Pagination140-146
Date Published2015
PublisherThe Feminist Press at the City University of New York
Place PublishedNew York
ISBN Number9781558619005
KeywordsMale author, US author
Annotation

Essay on how, beginning with premedical education, to improve medical service for women and others “whose have identities have been pathologized, whose health and life quality have been systematically undervalued” (142). Says that “In my feminist utopia, premedical education would be designed to instill an understanding that health care inequality and unequal distribution of life chances are not genetically programmed inevitabilities, but rather the result of structural oppression” (143). Also suggests that medical education needs to be more interdisciplinary and specifically mentions medical anthropology, gender studies, and comparative ethnic studies. Free medical education (243). Access to medical care a fundamental right (144).

Info Notes

The book includes a number of other utopias and much additional material related to utopianism.

Holding Institutions

PSt

Full Text

2015 Schlesinger, William. “Learning Our Bodies, Healing Our Selves.” The Feminist Utopia Project: Fifty-Seven Visions of a Wildly Better Future. Ed. Alexandra Brodsky and Rachel Kauder Nalebuff (New York: The Feminist Press at the City University of New York, 2015), 140-146. The book includes a number of other utopias and much additional material related to utopianism. PSt

Essay on how, beginning with premedical education, to improve medical service for women and others “whose have identities have been pathologized, whose health and life quality have been systematically undervalued” (142). Says that “In my feminist utopia, premedical education would be designed to instill an understanding that health care inequality and unequal distribution of life chances are not genetically programmed inevitabilities, but rather the result of structural oppression” (143). Also suggests that medical education needs to be more interdisciplinary and specifically mentions medical anthropology, gender studies, and comparative ethnic studies. Free medical education (243). Access to medical care a fundamental right (144).