A review of the integration of traditional, complementary and alternative medicine into the curriculum of South African medical schools

Background: Traditional, complementary and alternative (TCAM) medicine is consumed by a large majority of the South African population. In the context of increasing overall demand for healthcare this paper investigates the extent to which South African medical schools have incorporated TCAM into their curriculum because of the increased legislative and policy interest in formally incorporating TCAM into the health care system since democracy in 1994. Methods: Heads of School from seven South African medical schools were surveyed telephonically. Results: One school was teaching both Traditional African Medicine (TM) and CAM, five were teaching either TM or CAM and another was not teaching any aspect of TCAM. Conclusions: In conclusion, there is a paucity of curricula which incorporate TCAM. Medical schools have not responded to government policies or the contextual realities by incorporating TCAM into the curriculum for their students. South African medical schools need to review their curricula to increase their students' knowledge of TCAM given the demands of the population and the legislative realities

Place, Nation, and the Mexico–US Soccer Rivalry: Dual Citizens, Home Stadiums, and Hosting the Gold Cup

This chapter explores three place-based dimensions of the Mexico–US soccer rivalry. First, we examine the politics of dual citizens and naturalized citizens representing the Mexican and US national teams, an increasingly polemic situation in both countries. Second, we compare the home stadium arrangement of each country. Mexico City’s Azteca stadium serves as the home site for the Mexican National team. In the case of the USA, there is no default home site and thus on-going debates about whether there should be a home stadium and where it should be located. Third, we examine the politics and economics involved in the USA serving as the permanent host for the CONCACAF Gold Cup, the biennial regional championship

School leadership, curriculum diversity, social justice and critical perspectives in education

In the face of changing demographics, reduced funding and more stringent accountability and performance measures, school leaders are required to make schools fairer for all students, and to equip them with critical skills for autonomous living in society. Simultaneously, financial and material resources from government to schools have been reduced, thus producing a mismatch between expectations and reality. This qualitative study of 12 principals in England, Jamaica and Spain interrogates international discourses on school leadership and curriculum diversity to identify and evaluate social justice practices of school leaders in small rural/remote schools. There was a shared understanding of social justice among principals, who saw the school curriculum as a social justice tool, and school context as providing both challenges and opportunities to doing social justice work, and who suggested a shared responsibility among stakeholders for a social justice curriculum