Meet SPPH REDI Leader: Negar Balouchestani-Asli
In this REDI Leader spotlight, we speak with MPH graduate, Negar Balouchestani-Asli.
Tell us about your background.
My name is Negar (she/her), and I am a Muslim immigrant of Iranian descent. I grew up in my hometown of Esfahan, Iran, for about 10 years before my parents made the journey across the world to what is colonially known as Toronto (Treaty 13 territory). In 2022, I moved to Musqueam Territory to pursue my Master in Public Health. I have always been interested in addressing inequity, which is specifically what drew me to the field of public health.
What motivates you to engage in REDI work?
It’s hard to answer this question in a few sentences. I think there are two layers to it. First, as an immigrant on stolen land, I hold many privileges that I must use to the best of my ability, and I have a responsibility to show up for other communities. Second, my family has firsthand experience with cultural and religious prejudice, giving me a deep understanding of the importance of undoing our current systems to create a better future.
Can you share a project or research you’ve been involved in that promotes REDI?
This past year at SPPH, I was involved in a project called “A Vision for the New Dialogue Sessions” to address and eliminate Indigenous-specific racism at the UBC School of Population and Public Health under the direction of Janene Erickson and Paul Kershaw. In this research project, we examined various schools across Canada to identify specific REDI (Respect, Equity, Diversity, and Inclusion) initiatives they had ongoing that we could adapt to our school. Additionally, we developed recommendations on how SPPH can continue the newly started dialogue sessions from last year to promote a safer and more open environment. This work is still ongoing and requires substantial support to fully implement, but I believe it is a critical pillar for the survival and growth of our school.
What role do you see yourself playing in improving REDI in population and public health?
I know there is still much work to be done, and I hope to play a more supportive role in ongoing REDI projects within public health. It’s common to start new projects, but many important initiatives need additional support to get up and running. I see myself contributing to and improving these existing REDI efforts.
What are some challenges you’ve faced in your REDI work, and how have you overcome them?
There are many challenges in REDI work that people don’t discuss openly. The biggest challenge, in my view, is the structural barriers at the university and school levels that prevent certain projects from moving forward. Sometimes, specific timelines and budget limitations within the current school system hinder the progression of certain programs. I haven’t found one specific way to overcome these obstacles, but I believe it’s powerful to have continuity in our efforts and to break down silos. This approach allows us to present a stronger front when engaging in REDI work.
What advice do you have for those interested in getting involved in REDI initiatives?
You are going to need individuals to rely on because this work is long and tiring. Make sure you have a support system outside of the work and take breaks to prevent burnout. There is so much to be done, and it often feels like there is never enough time.