Social Justice Advocacy among Graduate Students in Counseling: An Initial Exploration

2005 ◽  
Vol 46 (3) ◽  
pp. 267-279 ◽  
Author(s):  
Johanna E Nilsson ◽  
Christa K Schmidt
Keyword(s):  
Social Justice ◽  
Graduate Students ◽  
Social Justice Advocacy ◽  
Initial Exploration

School Psychology Graduate Students' Perspectives on Teaching for Social Justice

2010 ◽  
Author(s):  
Alissa Briggs ◽  
Gina Bartucci ◽  
Lauren McArdle ◽  
Eva Kowalewicz ◽  
David Shriberg
Keyword(s):  
Social Justice ◽  
School Psychology ◽  
Graduate Students ◽  
Teaching For Social Justice ◽  
Psychology Graduate Students

Social Justice Advocacy Across Academic Fields: An Empirical Investigation

2010 ◽  
Author(s):  
Johanna E. Nilsson ◽  
Jacob M. Marszalek ◽  
Margaret Trummer
Keyword(s):  
Social Justice ◽  
Empirical Investigation ◽  
Social Justice Advocacy ◽  
Academic Fields

Social Justice and Dietetic Education: Are We Preparing Practitioners to Lead?

2020 ◽  
Vol 81 (3) ◽  
pp. 120-126
Author(s):  
Jennifer Brady
Keyword(s):  
Social Justice ◽  
Education And Training ◽  
Determinants Of Health ◽  
Structural Determinants ◽  
Social Justice Advocacy ◽  
Dietetic Education ◽  
Qualitative Survey ◽  
The Social ◽  
Reflexive Practice ◽  
And Training

Purpose: To explore dietetic practitioners’ perceptions of their education and training in the knowledge, skills, and confidence to understand social justice issues and to engage in socially just dietetic practice and social justice advocacy. Methods: An online semi-qualitative survey sent to Canadian dietitians. Results: Most respondents (n = 264; 81.5%) felt that knowledge- and skill-based learning about social justice and social justice advocacy should be a part of dietetic education and training. Reasons given by respondents for the importance of social justice learning include: client-centred care and reflexive practice, effecting change to the social and structural determinants of health, preventing dietitian burnout, and relevance of the profession. Yet, over half of respondents either strongly disagreed or disagreed that they were adequately prepared with the knowledge (n = 186; 57.4%), skills (n = 195; 60.2%), or confidence (n = 196; 60.5%) to engage in advocacy related to social justice concerns. Some questioned the practicality of adding social justice learning via additional courses to already full programs, while others proposed infusing a social justice lens across dietetic education and practice areas. Conclusions: Dietetic education and training must do more to prepare dietitians to answer calls for dietitians to engage in social justice issues through practice and advocacy.

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