Andrew Mawdsley
Biographic Data
| ID | 1254707 |
|---|---|
| NAME | Andrew Mawdsley |
| GIVEN NAMES | Andrew |
| FAMILY NAME | Mawdsley |
| SIGNATURE | MAWDSLEY A |
| AFFILIATIONS | Division of Pharmacy and Optometry University of Manchester Manchester UK |
| ORCID | 0000-0002-6427-3599 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Towards addressing the awarding gap—Using critical race theory to contextualise the role of intersectionality in Black pharmacy student attainment
Bringing to light
Mawdsley looks offers insights into sources of learner resistance to highlight that hearing and empowering learner voices are central to dismantling injustice
Evaluating Heteronormative Attitudes and Beliefs of United Kingdom Pharmacy Educators
United Kingdom (UK) pharmacy curricula have previously been shown to be hetero- and cis-normative. A possible reason may be that educators hold binary beliefs and attitudes toward sexuality and gender norms, and that these are manifest in teaching practice and discourse. The purpose of this study is to investigate these attitudes and beliefs. A cross-sectional survey using the 16-item heteronormative attitudes and beliefs scale (HABS) was distrib…
Hetero‐ and cisnormativity—UK pharmacy education as a queer opponent
No prominent works on this page.
Hetero‐ and cisnormativity—UK pharmacy education as a queer opponent
Towards addressing the awarding gap—Using critical race theory to contextualise the role of intersectionality in Black pharmacy student attainment
Bringing to light
Mawdsley looks offers insights into sources of learner resistance to highlight that hearing and empowering learner voices are central to dismantling injustice
Evaluating Heteronormative Attitudes and Beliefs of United Kingdom Pharmacy Educators
United Kingdom (UK) pharmacy curricula have previously been shown to be hetero- and cis-normative. A possible reason may be that educators hold binary beliefs and attitudes toward sexuality and gender norms, and that these are manifest in teaching practice and discourse. The purpose of this study is to investigate these attitudes and beliefs. A cross-sectional survey using the 16-item heteronormative attitudes and beliefs scale (HABS) was distrib…
Medicine (4 works) · Curriculum (3 works) · LGBTQ Health, Identity, and Policy (3 works) · Pedagogy (3 works) · Pharmacy (3 works) · Psychology (3 works) · Sociology (3 works) · Family medicine (2 works) · Gender Studies (2 works) · Medical education (2 works)