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. 

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.

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

Social work education in a changing socio-political and economic dispensation: Perspectives from South Africa

2000 ◽  
Vol 43 (1) ◽  
pp. 21-32 ◽  
Author(s):  
Dovhani Mamphiswana ◽  
Ndangwa Noyoo
Keyword(s):  
South Africa ◽  
Social Justice ◽  
Social Work ◽  
Social Work Education ◽  
Education And Training ◽  
Work Education ◽  
And Training

This article explores and examines the relevance and efficacy of social work education in a transforming South Africa which has embraced the ethos of equality and social justice. It argues for a more developmentally oriented social work education and training so as to enhance and enrich practice.

The Future of Counselling Psychology Education and Training in Canada: A Post-Conference Reflection

2020 ◽  
Vol 54 (4) ◽  
pp. 572-594
Author(s):  
Kaori Wada ◽  
Anusha Kassan ◽  
José F. Domene ◽  
Robinder Bedi ◽  
Franziska Kintzel ◽  
...  
Keyword(s):  
Social Justice ◽  
Working Group ◽  
Education And Training ◽  
Current Status ◽  
Psychology Education ◽  
Current State ◽  
Research Competency ◽  
The Future ◽  
And Training ◽  
Counselling Psychology

This article summarizes and elaborates upon the themes discussed by members of the “Future of Counselling Psychology Education and Training in Canada” working group at the 2018 Canadian Counselling Psychology Conference (2018 CCPC) by 19 participants in attendance. Complexities in program requirements, external and internal program regulations, research competency and advancement, and cultural/social justice responsiveness and internationalization are explicated and analyzed. The current state of counselling psychology education and training is highly intricate and nuanced, while many strengths and opportunities for growth exist despite some long-standing tensions. It is hoped that this article not only will help outline and contextualize the current status and challenges facing the future of counselling psychology education and training in Canada but also will recruit others in helping to improve Canadian counselling psychology education and training. Advocating for what is needed to achieve this is consistent with the theme of the 2018 CCPC. Continued dialogue, program evaluation, theorizing, and research are needed on the nature and dynamics of Canadian counselling psychology education and training.

Promoting Social Justice in Africa Through the Education and Training of Catholic Sisters

2020 ◽  
pp. 2439-2467
Author(s):  
Sneh Akruvala ◽  
Jaime Herrmann ◽  
Tara M. Lopatofsky ◽  
Jennifer Mudge ◽  
Rosemary Shaver
Keyword(s):  
Social Justice ◽  
Education And Training ◽  
Catholic Sisters ◽  
And Training
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