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.

scholarly journals Opening the door to dialogue: Experiences from equity-seeking students in dietetic education

2021 ◽  
Vol 6 (1) ◽  
pp. 59-63
Author(s):  
Mikahelia Wellington ◽  
Meaghan Lee ◽  
Eric Ng ◽  
Rosie Mensah
Keyword(s):  
Social Justice ◽  
Education And Training ◽  
Marginalized Students ◽  
Marginalized Communities ◽  
Dietetic Education ◽  
Difficult Conversations ◽  
And Training

Lack of diversity and barriers persist for marginalized students both when entering the dietetic profession and during their education. Through generative dialogue, as four dietitians in Canada, we discussed and reflected on our experiences in dietetic education and training. Our dialogue generated three themes: barriers, belonging, and resilience. We concluded by providing key recommendations for dietetic educators to support the learning of students from marginalized communities and call for difficult conversations about social justice in dietetic education. 

Dietetic Education and Training in Europe and Latin America

1999 ◽  
Vol 99 (9) ◽  
pp. A83
Author(s):  
J. Ngo ◽  
A. Puchal ◽  
L. Padro ◽  
I. Palma ◽  
R. Rigolfas ◽  
...  
Keyword(s):  
Latin America ◽  
Education And Training ◽  
Dietetic Education ◽  
And Training

Prestige versus Practicality—A Dilemma for the Engineering Profession

1985 ◽  
Vol 199 (3) ◽  
pp. 139-144 ◽  
Author(s):  
K McCormick
Keyword(s):  
Educational System ◽  
Well Being ◽  
Education And Training ◽  
Working Environment ◽  
Full Time ◽  
Engineering Profession ◽  
The Past ◽  
Social Prestige ◽  
The Social ◽  
And Training

British engineers have claimed that their important contributions to economic and social well-being, based on their achievements as practical people, have gone unrecognized or unrewarded. Yet over the past thirty years efforts to boost the social prestige of British engineers appear to have undermined the social arrangements which fostered the strong practical ethos. Increasing reliance on the full-time educational system is tending to raise social prestige through bringing the ‘all graduate profession’ and through trends to recruitment from higher social backgrounds. Yet these trends have been associated with a fall in traditional and recognizable training. This paper examines both the nature of the ‘practical’ tradition and efforts to raise ‘prestige’ and asks whether the engineering profession is caught on the horns of an irresolvable dilemma—to boost either prestige or practicality. The paper concludes that in principle the British pattern of education and training has much to commend it still, with the strong emphasis on training elements in a working environment. But it is argued that its success will depend on engineers and their employers becoming much more active in the field of training.

scholarly journals Impact of the Peace Agreement on the social determinants of health in Colombia

2021 ◽  
Vol 74 (2) ◽  
Author(s):  
Edna Johana Mondragón-Sánchez ◽  
Reinaldo Gutiérrez Barreiro ◽  
Marcos Venícios de Oliveira Lopes ◽  
Ana Karina Bezerra Pinheiro ◽  
Priscila de Souza Aquino ◽  
...  
Keyword(s):  
Social Determinants Of Health ◽  
Social Determinants ◽  
Social Inequalities ◽  
Positive Impact ◽  
Peace Process ◽  
Determinants Of Health ◽  
Structural Determinants ◽  
Peace Agreement ◽  
The Social ◽  
The Impact

ABSTRACT Objectives: to analyze the impact of the Colombian Peace Agreement on the structural social determinants of health. Methods: a descriptive, ecological study, based on documentary data from 2008 to 2018. The records of victims, epidemiological indicators, and structural social determinants of health in Colombia were analyzed. Results: there was a correlation between the period in which the Peace Agreement process was developed and the indicators of structural determinants in health with p<0.05. With the Poisson regression analysis, the favorable correlations between the peace process and the determinants were confirmed, besides allowing the understanding of the changes in these indicators before the Peace Agreement. Conclusions: the implementation of the peace process has a positive impact on structural social determinants of health, which is observed by the beginning of the decrease of economic, educational, health, and social inequalities and inequities, a fact that offers the possibility of living in peace.

Enhancing Response Ability: Dietetics as a Vehicle for Social Justice—A Primer

2021 ◽  
Vol 82 (4) ◽  
pp. 159-166
Author(s):  
Jennifer Brady ◽  
Tanya L’heureux
Keyword(s):  
Social Justice ◽  
Well Being ◽  
Dietetic Education ◽  
Collective Response ◽  
Critical Reflexivity ◽  
The Social ◽  
Health And Well Being ◽  
Do So ◽  
Lack Of Knowledge

Recent world events have shone a spotlight on the social and structural injustices that impact the lives, health, and well-being of individuals and communities under threat. Dietitians should be well positioned to play a role in redressing injustice through their individual and collective “response abilities”, that is, the combination of responsibility for and ability to be responsive to such injustices due to the varying privilege and power that dietitians have. However, recent research shows that dietitians report a lack of knowledge, skill, and confidence to take on such roles, and that dietetic education includes little knowledge- or skill-based learning that might prepare dietitians to do so. This primer aims to introduce readers to concepts that are fundamental to socially just dietetics practice, including privilege, structural competence, critical reflexivity, critical humility, and critical praxis. We assert that when implemented into practice and used to inform advocacy and activism these concepts enhance dietitians’ individual and collective response ability to redress injustice.

Who’s Teaching Whom? Disability and Deaf Studies Approaches to the Health Humanities

2019 ◽  
pp. 207-229 ◽  
Author(s):  
Rebecca Garden
Keyword(s):  
Inclusive Education ◽  
Disability Studies ◽  
Determinants Of Health ◽  
Deaf Studies ◽  
Structural Determinants ◽  
Health Humanities ◽  
The Social ◽  
Basic Approaches

This chapter contributes to health humanities pedagogy by addressing the social and structural dimensions of health and healthcare through the theories and practices of disability studies. It begins by discussing the role of disability studies in health humanities approaches to social and structural determinants of health, as well as the sometimes vexed relationship between the two fields. It discusses shared commitments to the pedagogical use of narrative and provides a case study of inclusive education in practice. This chapter represents disability studies critiques of health humanities as welcome challenges to deepen its pedagogy and practices. It also maps out arguments for and some basic approaches to access in the classroom, describing pedagogy that is accountable to the claims of disability justice in practice as well as theory.

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