Exploring occupational therapy graduates’ conceptualisations of occupational justice in practice: Curriculum implications

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dc.contributor.authorHess-April, Lucia
dc.contributor.authorSmith, Juliana
dc.contributor.authorDe Jongh, Jo-Celene
dc.date.accessioned2018-05-15T07:45:31Z
dc.date.available2018-05-15T07:45:31Z
dc.date.issued2016
dc.description.abstractBACKGROUND. The concept of occupational justice was derived from a social justice perspective in response to a renewed commitment by the occupational therapy profession to address the occupational needs of individuals, groups and communities who experience social injustice. Accordingly, it is acknowledged that education with regard to occupational justice has the deliberate intention of preparing graduates, who would be change agents as critical practitioners. Nonetheless, while occupational therapy education programmes may seek to instil broader professional values, theory covered in the curriculum may not always assure congruent practice. OBJECTIVE. To explore how occupational therapy graduates’ conceptualisations of occupational justice, as instilled by the occupational therapy curriculum of the University of the Western Cape, South Africa, manifested in their practice while undergoing community service. METHODS. Seven occupational therapy graduates were selected to participate in the study through purposive sampling. A descriptive case study of their practice was generated through qualitative methods. Semi-structured interviews, document review and participant observation were used as data collection methods, analysed through a process of inductive thematic analysis. RESULTS. The findings revealed that while the participants conceptualised occupational justice as broader social change through occupational enablement, they encountered several constraints related to structural and systemic power issues in their practice contexts. CONCLUSION. The study supports the utilisation of transformative learning and inter-professional education in developing critical competencies such as agency and political proficiency to assist graduates in dealing with the complexities of practice during community service.en_US
dc.description.accreditationDHET
dc.identifier.citationHess-April, L. et al. (2016). Exploring occupational therapy graduates’ conceptualisations of occupational justice in practice: Curriculum implications. African Journal of Health Professions Education, 8(2): 189-192.en_US
dc.identifier.issn2078-5127
dc.identifier.urihttp://dx.doi.org/10.7196/AJHPE.2016.v8i2.609
dc.identifier.urihttp://hdl.handle.net/10566/3666
dc.language.isoenen_US
dc.privacy.showsubmitterFALSE
dc.publisherHealth and Medical Publishing Groupen_US
dc.rightsThis open-access article is distributed under Creative Commons licence CC-BY-NC 4.0.
dc.status.ispeerreviewedTRUE
dc.subjectOccupational justiceen_US
dc.subjectSocial justiceen_US
dc.subjectOccupational therapy professionen_US
dc.subjectGraduate preparednessen_US
dc.subjectGraduate attributes
dc.titleExploring occupational therapy graduates’ conceptualisations of occupational justice in practice: Curriculum implicationsen_US
dc.typeArticleen_US

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