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Cultural Respect in Academia
Get PDFGiven the aim to increase diverse representation in health care to promote equitable health care outcomes, occupational therapists must critically examine how we respect cultural diversity. This opinion piece intends to highlight the importance of creating academic spaces where students can thrive and carry over those teachings beyond the classroom and into the communities they serve. The author, who identifies as a person of color, is a Ph.D. candidate and academic occupational therapy educator who integrated their constructionist epistemological lens and reviewed literature to inform a working definition of cultural respect and recommendations. Cultural respect involves recognizing, understanding, and appreciating individuals and groups from different cultures and abstaining from discriminatory or disrespectful behavior toward them to instill a sense of belonging, which is necessary for students and faculty to thrive in an academic environment. As a final point of consideration, the author provides recommendations, starting with occupational therapy programs (meso level) and accrediting bodies and associations (macro level), to highlight actionable steps that occupational therapy educational programs can take to create a culturally respectful space for students to learn and experience a sense of belonging
Post-Truth\u27s Effect on the Brain and the Future Self: A Critical Communication Pedagogy Response
Get PDFThe university was created for the critical examination of ideas to seek truth. However, the proliferation of post-truth messages has made this goal more difficult to reach, creating an important communication pedagogy problem. Hegemonic forces create post-truth messages to mislead people and play to their existing beliefs in order to maintain and advance power. Post-truth messages are particularly effective because they cause cognitive overload and temporal discounting. Critical communication pedagogy (CCP) is a means by which instructors and students can evaluate post-truth messages. CCP allows for dialogue to reduce the cognitive issues that post-truth messages cause and allow for the critical evaluation of post-truth messages for their (lack of) veracity. Doing so can lead students to take action to resist post-truth messages and their effects
The Embeddedness and Reproduction of Ableism in Social Work and a Call to Centre Disability Justice
No full textPredominately focused on a northern Turtle Island (otherwise known as Canada) context, this article focuses on how ableism, colonialism, and white supremacy intersect, and are embodied and reproduced in dominant social work education spaces and practices. We begin by providing a brief contextual background of the development of social work on northern Turtle Island and how certain social workspaces maintain and (re) produce ableism while intersecting with multiple forms of oppression. We then explore/reflect upon how centering a disability justice framework can inform/transform social work research design (including doctoral research design) and pedagogical practices, citing examples to support these claims
Re-imagining Neoliberal Ideologies in Social Work Education Using Critical Feminist and Disability Theories: A Phenomenological Autoethnographic Account
No full textThis brief commentary paper provides a phenomenological autoethnographic account of our personal and reflexive experiences of re-imagining dominant neoliberal ideologies in social work education. We draw upon our involvement as instructors of an individual and families social work practice course to illustrate how we problematized and disrupted traditional bio-medicalized and ableist practice approaches by adopting an intersectional crip lens. Our reflections are organized into four areas of consideration: 1) the theorization of an intersectional crip lens, 2) re-envisioning course content and traditional frameworks of practice, 3) examining and disrupting ableism within social work education, and 4) centering the voices of individuals and families in social work education
“Everyone Else Gets to Have the American Dream:” How Social Security Disability Policy Shapes Disability Identity
No full textIn the United States welfare state, the Social Security Administration (SSA) is the primary institution that shapes the disability experience through its disability benefit programs. This study used qualitative methods to explore 33 disabled adult beneficiaries’ experience with SSI/SSDI policy administration and the impact on their sense of worth, self-concept, and identity. Critical Disability Studies and a constructivist grounded theory approach drove data analysis. What emerged from the data was a negative disability identity experience referred to as the Social Security model of disability. Capitalist ideals that assign morality to formal work meant that disabled participants faced exclusion and stigma in many areas of their lives. The paper calls on social workers to learn from the disability justice principles of anti-capitalist politics and recognize wholeness to support and advocate for communities facing the dehumanization and poverty that can accompany disability benefit receipt in the United States
It takes a village to raise a grandchild: Developing communities of support for grand-families on PEI, Canada
Get PDFIn this practice brief, we outline our research focused on grandparents raising grandchildren in Prince Edward Island (PEI), Canada. Specifically, we highlight a series of collaborative community workshops implemented as part of our research project. Using a participatory action research approach, we worked with grandparents raising grandchildren to co-design and implement the workshops, which we titled It Takes a Village to Raise a Grandchild. These workshops brought together grandparents raising grandchildren and key community members, including clergy, educators, healthcare providers, politicians, social services, child services, and researchers. The goal of these workshops was to build awareness and increase understanding of the issues facing grand-families and to increase cross-collaboration between sectors to optimize grand-family well-being. Central to the workshops was an opportunity to highlight the lived experience of being a grandparent raising grandchildren with a particular focus on resilience needed to lead a grand-family. These workshops provided a catalyst for interdisciplinary sharing and spurred the development of new partnerships and the creation of supportive networks
Book Review of Grandparents Raising Grandchildren: Coping with Addiction By Andrea Smith, PhD and Linda Dannison, PhD
Get PDFBook Review of Grandparents Raising Grandchildren: Coping with Addiction
By Andrea Smith, PhD and Linda Dannison, Ph
Nature and Nurture: Les Deux Amanz and Marie de France’s Deconstruction of Aristotelian Rational/Material Binaries
No full textThis article examines Marie de France’s challenge to traditional Aristotelian hierarchies between men and women and human and earth through her lay Les Deux Amanz. Through a tacit engagement with elemental and Aristotelian philosophy, she challenges the theorized differences between the sexes and between humans and the land they inhabit. While Aristotle constructs a hierarchical binary between the material and the rational and overlays it onto the social binary comprising women and men respectively, the lay rejects this schema through the inclusion of an herbal potion that reminds the reader of the elemental similarity between humans and the earth, and by presenting the female characters as the bearers of reason. The conclusion of the lay critiques the philosophical devaluation of physical matter—and by extension the female—as the lesser corollary to rationality or will. In its insistence on a non-hierarchical continuity among all terrestrial creation, Les Deux Amanz offers a strong caution against the longstanding philosophical and social hierarchies between men, women, and land; to accept this traditional structure means to welcome one’s destruction