Document Type (Journals)
Theory
Abstract
Diversity, equity, and inclusion is one of five pillars upholding the American Occupational Therapy Association’s (AOTA) strategic plan. Ensuring organizational, educational and governance structures, policies, programs, and services all reflect diversity, equity, inclusion, justice and accessibility (DEIJA) is a priority for the profession. Yet, addressing DEIJA remains a significant challenge in the occupational therapy academic community. Educational programs are a gateway to the profession and play a critical role in whether minoritized persons feel they belong in occupational therapy. This paper proposes a set of Generative Disruptive Questions (GDQ) that can be used to critically examine practices within education that reflect commitment and action towards DEIJA and to facilitate focused conversations that accelerate the creation of measurable, action steps that ensure DEIJA practices are effectively addressed within occupational therapy educational programs. These questions are intended to foster authentic reflection and brave discussions that will dismantle processes and practices that perpetuate systemic injustices. These conversation starters could help faculty, staff and learners engage in courageous conversations that may, at times, be challenging, but which can lead to transformative changes. The questions promote reflective analysis of DEIJA in multiple aspects of the educational process from examination of vision and mission and DEIJA processes and practices in the broad institutional context to more focused analysis of the culture, climate, recruitment, retention, and teaching practices.
Biography
Jaime Phillip Muñoz: Jaime Phillip Muñoz, PhD, OTR/L, FAOTA, (he, him, él) is an Independent Practice Scholar based in Pittsburgh, PA. As an occupational therapy practitioner, scholar and educator and as a world citizen, his focus and advocacy efforts are directed at issues of diversity, equity, inclusion, justice and accessibility.
Catherine Hoyt: Catherine Hoyt, PhD, OTD (she/her) is an assistant professor of occupational therapy, neurology and pediatrics at Washington University School of Medicine in St. Louis, MO USA. She is a co-founder of COTAD and a member of the inaugural AOTA DEI Committee (2021-2024).
Razan Hamed: Razan Hamed, PhD, OTR/L is an Associate Professor and Associate Professor in Occupational Therapy, Department of Rehabilitation and Regenerative Medicine, Vagelos College of Physicians and Surgeons, Columbia University.
Arameh Anvarizadeh: Arameh Anvarizadeh, OTD, OTR/L, FAOTA (she/her) is an Associate Professor of clinical occupational therapy at the University of Southern California in Los Angeles, CA, a co-founder/chair of COTAD and the Vice President of AOTA. As the leading expert in holistic education, her work is grounded in anti-racism and anti-oppressive practice.
Steven D. Taff: Steven D. Taff, PhD, OTR/L, FNAP, FAOTA (he/him) is Professor of Occupational Therapy and Medicine and Director of the Teaching Scholars Program at Washington University School of Medicine in St. Louis. His scholarly interests include building and evaluating inclusive learning environments, curriculum design, critical learning theories, and applied educational philosophy.
Declaration of Interest
The authors report no declaration of interests.
Recommended Citation
Muñoz, J. P., Hoyt, C., Hamed, R., Anvarizadeh, A., & Taff, S. D. (2023). Generative Disruptive Questions: Operationalizing Diversity, Equity, Inclusion, Justice, and Accessibility in Occupational Therapy Education. Journal of Occupational Therapy Education, 7 (4). https://doi.org/10.26681/jote.2023.070413
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