Nivethitha Ram Ganapathiram, Andy Guise
This perspective piece offers a theoretical and pedagogical framework for delivering meaningful social justice education in medical curricula, grounded in the design of an anti-discrimination pilot programme for undergraduate medical students. Drawing on John Dewey, Paulo Freire, and bell hooks, we examine three contemporary challenges-neoliberal pedagogies, technological determinism, and manufactured scarcity-and propose three entangled responses: relational community-building, conscientização, and vulnerability. Playing with the linearity of time, itself a colonial logic, we reach back to enduring knowledge in tandem with working backwards from imagined futures, drawing our cartography of imagination.