Document Type (Journals)
Student engagement in peer dialogue is a key aspect of a transformative learning process. However, the dynamics of peer dialogue become more complex when applied to concepts of diversity and inclusion, due to increased risk of student vulnerability and exclusion. This study examined how curricular content and contextual features in educational settings facilitate peer dialogue by analyzing the learning narratives of eleven occupational therapy graduate students. Considered within a transformative approach to learning, findings suggest the need to consider how students experience and name diversity. Critical questions are raised about the value of and potential caveats about exposing students to first person accounts, as well as pedagogical strategies aimed at creating respectful learning classroom spaces that acknowledge the many intersecting social identities that students bring. Insights from this study informed the development of the linked concept of critical intersectional peer dialogue (CIPD).
Barry Trentham, PhD, MES, BScOT Reg.(Ont.) is an assistant professor and the Academic Coordinator with the Department of Occupational Science and Occupational Therapy at the Mississauga campus, University of Toronto. His teaching and research interests consider the intersections that link the social determinants of healthy aging, equity, diversity and inclusion with community occupational engagement.
Sylvia Langlois, MSc, BScOT Reg. (Ont.) is an associate professor in Occupational Science and Occupational Therapy and the Faculty Lead, IPE Curriculum and Scholarship, Centre for Interprofessional Education. Her research is focused on student learning and experiences in interprofessional environments, patient engagement in health profession education, and assessment of collaborative competencies.
Ruheena Sangrar, PhD candidate, MScOT, O.T. Reg. (Ont.) is an Occupational Therapist and doctoral candidate in Rehabilitation Science. Her research is focused on community mobility and driving in older adulthood. Her research interests also include optimizing the learning environment for healthcare consumers, as well as health professional students and research trainees.
Jill Stier, MA, BMR (OT) is an assistant professor and the Graduate Coordinator with the Department of Occupational Science and Occupational Therapy. Her research focuses on student mental health, inclusive education and student accommodations.
Lynn Cockburn, PhD, MPH, MEd, BScOT is an occupational therapist, part-time faculty member at the University of Toronto and member of the International Centre for Disability and Rehabilitation. Her research interests focus on poverty, mental health, community development, social justice, diversity and equity, interprofessional education, older adults, and social inclusion.
Deb Cameron, PhD, MEd, BscOT Reg. (Ont.) is an Adjunct Professor and International Fieldwork Coordinator in the Department of Occupational Science and Occupational Therapy at the University of Toronto, as well as an executive member and Education Lead in the International Centre for Disability and Rehabilitation (ICDR).
Rebecca Renwick, PhD, BA, DipOT, OT Reg (Ont) is a Professor in the Department of Occupational Science and Occupational Therapy at the University of Toronto, where she has taught in the MSc OT program since 2001. Her teaching in the program has been in the areas of theory and research methods.
Chantal D’Souza MSc(OT), OT Reg(Ont.) is a recent graduate of the Masters of Science program in Occupational Therapy at the University of Toronto. She is a practicing OT clinician with experience in complex geriatrics, acute medicine, and inpatient rehabilitation. Her professional interests include health equity, access to care, and understanding occupational performance through an intersectional lens.
Declaration of Interest
The authors report no financial gains from the publication of this research.
Trentham, B. L., Langlois, S., Sangrar, R., Stier, J., Cockburn, L., Cameron, D., Renwick, R., & DSouza, C. (2020). Student Engagement in Peer Dialogue About Diversity and Inclusion. Journal of Occupational Therapy Education, 4 (3). https://doi.org/10.26681/jote.2020.040304
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