Applying an Anti-Racist Pedagogy to Develop and Deliver a Racial Microaggressions Workshop for Occupational Therapy Students

Many workshops about identifying, understanding, and responding to microaggressions have been designed and delivered to learners within health education. However, few workshops implement an anti-racist pedagogical approach, and none presented in the literature have been created specifically for occupational therapy students. Anti-racist pedagogical approaches explicitly link interpersonal and institutional/structural oppressions to ensure that the impacts of microaggressions are not minimized by focusing solely on interpersonal interactions. A specific workshop is needed to address the noted persistence of racial microaggressions directed at clients, families, students, and practitioners within occupational therapy contexts and due to the embeddedness of practitioners in clients’ daily lives. To address the gap in curricular intervention tools, a workshop was designed and implemented. The workshop was delivered to master\u27s professional entry-level occupational therapy students with the goal of raising knowledge of racial microaggressions and confidence to actively respond when microaggressions occur in their classroom, fieldwork, and future practice. This workshop was developed and delivered using an anti-racist pedagogy and a transformative learning approach within the occupational therapy curriculum of a Canadian university. This paper presents the content, process, and pedagogical underpinnings of the workshop and introduces a trauma-informed and strength-based model for responding to microaggressions. When introduced through an anti-racist pedagogy, we demonstrate how a workshop on racial microaggressions provides an opportunity to teach occupational therapy students key tenets of racism and anti-racism as they manifest in and beyond occupational therapy. An anti-racist approach can inform pedagogical planning for microaggression workshops delivered across and beyond health education

Student Engagement in Peer Dialogue About Diversity and Inclusion

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)

Applying ‘cultural humility’ to occupational therapy practice: a scoping review protocol

Introduction Cultural humility is becoming increasingly important in healthcare delivery. Recognition of power imbalances between clients and healthcare providers is critical to enhancing cross-cultural interactions in healthcare delivery. While cultural humility has been broadly examined in healthcare, knowledge gaps exist regarding its application in occupational therapy (OT) practice. This scoping review protocol aims to: (1) describe the extent and nature of the published health literature on cultural humility, including concepts, descriptions and definitions and practice recommendations, (2) map the findings from objective one to OT practice using the Canadian Practice Process Framework (CPPF), and (3) conduct a consultation exercise to confirm the CPPF mapping and generate recommendations for the practice of cultural humility in OT.Methods and analysis We will search Ovid Medline, Ovid Embase, Ovid PsycINFO, Ebsco CINAHL Plus, ProQuest ASSIA, ProQuest Sociological Abstracts, ProQuest ERIC, WHO Global Index Medicus, and Web of Science databases. Published health-related literature on cultural humility will be included. There will be no restrictions on population or article type. Following deduplication on Endnote, the search results will undergo title, abstract, and full-text review by two reviewers working independently on Covidence. Extracted data will include descriptors of the article, context, population, and cultural humility. After descriptive extraction, data describing cultural humility-related content will be descriptively and interpretively analysed using an inductive thematic synthesis approach. The data will also be mapped to OT practice through deductive coding using the CPPF. Occupational therapists and clients will be consulted to further critique, interpret and validate the mapping and generate practice recommendations.Ethics and dissemination Ethics approval was not required for this scoping review protocol. We will disseminate the findings, which can enhance understanding of cultural humility in OT, facilitate cross-cultural encounters between occupational therapists and clients and improve care outcomes through publications and presentations