Pedagogies within occupational therapy curriculum: centering a decolonial praxis in community development practice
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Publication Date: | 2022 |
Other Authors: | , , , |
Format: | Article |
Language: | eng |
Source: | Cadernos Brasileiros de Terapia Ocupacional |
Download full: | https://www.cadernosdeterapiaocupacional.ufscar.br/index.php/cadernos/article/view/3133 |
Summary: | Introduction:Critical occupational therapy aims to promote occupational justice through addressing the social determinants of health and the socio-political structures that affect peoples’ occupational engagement. Objective: This paper reports on two objectives from a case study, namely: To describe the teaching and learning practices in South Africa, University of Cape Town Occupational Therapy, Community Development Practice curriculum, and the pedagogy informing it. Method: Multiple methods were used as data in the construction of the case. These included the review of curriculum documents and a focus group discussion with academics who teach on the programme. These academics also wrote reflective journal entries which were included in our analysis. Data was analysed using a critical interpretive synthesis. Results: An overarching theme emerged, namely “Modelling a development processes in a teaching and learning alliance”. This theme identified our key pedagogical approach, illustrating how a decolonial praxis that involves consciously resisting coloniality in the design and implementation of the curriculum occurred. This was made possible through pedagogical actions embedded in the approach and reflected in three categories: “Partnering to bring our critically reflexive and authentic selves”; “The labour of working with individual and systemic processes of struggle” and “Being committed to facing uncertainty together”. Conclusion:Our interpretation of our pedagogical approach within the curriculum demonstrates how decolonial pedagogies open up pathways that promote the kind of dialogic and transformative learning that is important for critical occupational therapy. These decolonial pedagogies hold significance for addressing health inequities and developing a justice-oriented profession. |
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Pedagogies within occupational therapy curriculum: centering a decolonial praxis in community development practicePedagogias dentro do currículo de terapia ocupacional: centrando uma práxis decolonial na prática de desenvolvimento comunitárioIntroduction:Critical occupational therapy aims to promote occupational justice through addressing the social determinants of health and the socio-political structures that affect peoples’ occupational engagement. Objective: This paper reports on two objectives from a case study, namely: To describe the teaching and learning practices in South Africa, University of Cape Town Occupational Therapy, Community Development Practice curriculum, and the pedagogy informing it. Method: Multiple methods were used as data in the construction of the case. These included the review of curriculum documents and a focus group discussion with academics who teach on the programme. These academics also wrote reflective journal entries which were included in our analysis. Data was analysed using a critical interpretive synthesis. Results: An overarching theme emerged, namely “Modelling a development processes in a teaching and learning alliance”. This theme identified our key pedagogical approach, illustrating how a decolonial praxis that involves consciously resisting coloniality in the design and implementation of the curriculum occurred. This was made possible through pedagogical actions embedded in the approach and reflected in three categories: “Partnering to bring our critically reflexive and authentic selves”; “The labour of working with individual and systemic processes of struggle” and “Being committed to facing uncertainty together”. Conclusion:Our interpretation of our pedagogical approach within the curriculum demonstrates how decolonial pedagogies open up pathways that promote the kind of dialogic and transformative learning that is important for critical occupational therapy. These decolonial pedagogies hold significance for addressing health inequities and developing a justice-oriented profession.Introdução: A terapia ocupacional crítica visa promover a justiça ocupacional, abordando os determinantes sociais da saúde e as estruturas sociopolíticas que afetam o envolvimento ocupacional das pessoas. Objetivo: Descrever e examinar a pedagogia aplicada ao currículo de Práticas de Desenvolvimento Comunitário, na Universidade da Cidade do Cabo (UCT), África do Sul. Método: foram usados múltiplos métodos para a construção do caso. Isso incluiu a revisão de documentos e artefatos associados e uma discussão de grupo focal com acadêmicos que ensinam no programa. Esses acadêmicos também escreveram diários reflexivos que foram incluídas em nossa análise. Os dados foram analisados por meio de uma síntese interpretativa crítica. Resultados: Um tema abrangente emergiu, a saber: “Modelagem de processos de desenvolvimento em uma aliança de ensino e aprendizagem”. Este tema identificou nossa abordagem pedagógica chave, ilustrando como uma práxis decolonial, abrangendo ações pedagógicas particulares, facilitou mudanças em direção à terapia ocupacional crítica. Essas ações pedagógicas foram refletidas em três categorias: “Parcerias para trazer nosso eu criticamente reflexivo e autêntico”; “O trabalho de desenvolver processos individuais e sistêmicos de luta” e “comprometer-se a enfrentar juntos as incertezas”. Conclusão: Nossa interpretação sobre a nossa abordagem pedagógica dentro do currículo demonstra como as pedagogias decoloniais abrem caminhos que promovem o tipo de aprendizagem dialógica que é importante para a terapia ocupacional crítica. Essas pedagogias decoloniais são importantes para o desenvolvimento de uma profissão voltada para a justiça.Brazilian Journal of Occupational TherapyCuadernos Brasilenos de Terapia OcupacionalCadernos Brasileiros de Terapia Ocupacional2022-06-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.cadernosdeterapiaocupacional.ufscar.br/index.php/cadernos/article/view/3133Brazilian Journal of Occupational Therapy; Vol. 30 No. spe; e3133Cuadernos Brasilenos de Terapia Ocupacional; Vol. 30 Núm. spe; e3133Cadernos Brasileiros de Terapia Ocupacional; v. 30 n. spe; e31332526-8910reponame:Cadernos Brasileiros de Terapia Ocupacionalinstname:Universidade Federal de São Carlos (UFSCAR-DTO)instacron:UFSCARenghttps://www.cadernosdeterapiaocupacional.ufscar.br/index.php/cadernos/article/view/3133/3617Copyright (c) 2022 Cadernos Brasileiros de Terapia Ocupacionalhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessGalvaan, RoshanPeters, LieslRichards, Leigh AnnFrancke, MellisaKrenzer, Meghan2022-06-21T21:06:12Zoai:ojs.www.cadernosdeterapiaocupacional.ufscar.br:article/3133Revistahttp://www.cadernosdeterapiaocupacional.ufscar.br/index.php/cadernos/indexPUBhttps://old.scielo.br/oai/scielo-oai.phpcadto@ufscar.br||cadto@ufscar.br2526-89102526-8910opendoar:2022-06-21T21:06:12Cadernos Brasileiros de Terapia Ocupacional - Universidade Federal de São Carlos (UFSCAR-DTO)false |
dc.title.none.fl_str_mv |
Pedagogies within occupational therapy curriculum: centering a decolonial praxis in community development practice Pedagogias dentro do currículo de terapia ocupacional: centrando uma práxis decolonial na prática de desenvolvimento comunitário |
title |
Pedagogies within occupational therapy curriculum: centering a decolonial praxis in community development practice |
spellingShingle |
Pedagogies within occupational therapy curriculum: centering a decolonial praxis in community development practice Galvaan, Roshan |
title_short |
Pedagogies within occupational therapy curriculum: centering a decolonial praxis in community development practice |
title_full |
Pedagogies within occupational therapy curriculum: centering a decolonial praxis in community development practice |
title_fullStr |
Pedagogies within occupational therapy curriculum: centering a decolonial praxis in community development practice |
title_full_unstemmed |
Pedagogies within occupational therapy curriculum: centering a decolonial praxis in community development practice |
title_sort |
Pedagogies within occupational therapy curriculum: centering a decolonial praxis in community development practice |
author |
Galvaan, Roshan |
author_facet |
Galvaan, Roshan Peters, Liesl Richards, Leigh Ann Francke, Mellisa Krenzer, Meghan |
author_role |
author |
author2 |
Peters, Liesl Richards, Leigh Ann Francke, Mellisa Krenzer, Meghan |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Galvaan, Roshan Peters, Liesl Richards, Leigh Ann Francke, Mellisa Krenzer, Meghan |
description |
Introduction:Critical occupational therapy aims to promote occupational justice through addressing the social determinants of health and the socio-political structures that affect peoples’ occupational engagement. Objective: This paper reports on two objectives from a case study, namely: To describe the teaching and learning practices in South Africa, University of Cape Town Occupational Therapy, Community Development Practice curriculum, and the pedagogy informing it. Method: Multiple methods were used as data in the construction of the case. These included the review of curriculum documents and a focus group discussion with academics who teach on the programme. These academics also wrote reflective journal entries which were included in our analysis. Data was analysed using a critical interpretive synthesis. Results: An overarching theme emerged, namely “Modelling a development processes in a teaching and learning alliance”. This theme identified our key pedagogical approach, illustrating how a decolonial praxis that involves consciously resisting coloniality in the design and implementation of the curriculum occurred. This was made possible through pedagogical actions embedded in the approach and reflected in three categories: “Partnering to bring our critically reflexive and authentic selves”; “The labour of working with individual and systemic processes of struggle” and “Being committed to facing uncertainty together”. Conclusion:Our interpretation of our pedagogical approach within the curriculum demonstrates how decolonial pedagogies open up pathways that promote the kind of dialogic and transformative learning that is important for critical occupational therapy. These decolonial pedagogies hold significance for addressing health inequities and developing a justice-oriented profession. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-06-21 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.cadernosdeterapiaocupacional.ufscar.br/index.php/cadernos/article/view/3133 |
url |
https://www.cadernosdeterapiaocupacional.ufscar.br/index.php/cadernos/article/view/3133 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://www.cadernosdeterapiaocupacional.ufscar.br/index.php/cadernos/article/view/3133/3617 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Cadernos Brasileiros de Terapia Ocupacional https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Cadernos Brasileiros de Terapia Ocupacional https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Brazilian Journal of Occupational Therapy Cuadernos Brasilenos de Terapia Ocupacional Cadernos Brasileiros de Terapia Ocupacional |
publisher.none.fl_str_mv |
Brazilian Journal of Occupational Therapy Cuadernos Brasilenos de Terapia Ocupacional Cadernos Brasileiros de Terapia Ocupacional |
dc.source.none.fl_str_mv |
Brazilian Journal of Occupational Therapy; Vol. 30 No. spe; e3133 Cuadernos Brasilenos de Terapia Ocupacional; Vol. 30 Núm. spe; e3133 Cadernos Brasileiros de Terapia Ocupacional; v. 30 n. spe; e3133 2526-8910 reponame:Cadernos Brasileiros de Terapia Ocupacional instname:Universidade Federal de São Carlos (UFSCAR-DTO) instacron:UFSCAR |
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Universidade Federal de São Carlos (UFSCAR-DTO) |
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UFSCAR |
institution |
UFSCAR |
reponame_str |
Cadernos Brasileiros de Terapia Ocupacional |
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Cadernos Brasileiros de Terapia Ocupacional |
repository.name.fl_str_mv |
Cadernos Brasileiros de Terapia Ocupacional - Universidade Federal de São Carlos (UFSCAR-DTO) |
repository.mail.fl_str_mv |
cadto@ufscar.br||cadto@ufscar.br |
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1797688318782078976 |