Overcoming Privilege in "Difficult Dialogues"

2001 ◽  
Author(s):  
Nancy Baker
Keyword(s):  
Difficult Dialogues

Interactive theatre to engage faculty in difficult dialogues: First implementation

2014 ◽  
Author(s):  
Michelle Madsen Camacho ◽  
Susan M. Lord ◽  
Lisa Baird ◽  
Perla Myers ◽  
Jane Friedman ◽  
...  
Keyword(s):  
Interactive Theatre ◽  
Difficult Dialogues

scholarly journals Re-orienting occupational therapy: Embracing generative disruption and revisiting a posture that acknowledges human dignity

2021 ◽  
Vol 51 (2) ◽  
Author(s):  
Roshan Galvaan
Keyword(s):  
South Africa ◽  
Occupational Therapy ◽  
Human Dignity ◽  
Health Sector ◽  
Service Users ◽  
Local Contexts ◽  
Therapy Services ◽  
Difficult Dialogues ◽  
Occupational Justice ◽  
The One

ABSTRACT BACKGROUND: Amidst the Covid-19 lockdown that commenced in March 2020, while the profession and service-users were coming to terms with its vast implications, the Occupational Therapy Association of South Africa initiated a Webinar series that stimulated provocative discussions and difficult dialogues. The authors of this paper deliver a commentary, critically engaging with the challenges of cogently articulating the contribution of occupational therapy services across various sectors of service delivery during the first wave of the Covid-19 pandemic in South Africa. The challenges of on the one hand, negotiating the abrupt cessation of rehabilitation services, especially in the public sector and, on the other, advancing the reasoning for accessible, community-based services, are considered AIM: The commentary draws from presentations at and reflections on the webinar hosted on 24 June 2020 titled 'Ethical and Moral Challenges for Occupational Therapy'. In this paper, the competing ethical and moral issues arising from being urged to adopt different ways of thinking and doing occupational therapy during the Covid-19 lockdown are outlined PROPOSITION: It is suggested that experiences emerging from this pandemic are urging the profession to rethink its positionality in the health sector. Two main considerations deserve attention: The first is rethinking how we use occupational therapy knowledge to act from and in relation to local contexts, viewing people who are marginalised as knowledge and action partners through generative disruption. The second is to revisit what it entails to foster a posture that acknowledges human dignity CONCLUSION: Generative disruption includes a continuous and unabashed critical reflection of and on the limits of our practice and knowledge at hand. It means that we need to include service users and community partners in taking necessary steps to render services in local contexts most needed in recalibration toward social and occupational justice. In our knowledge-making partnerships, it is also imperative to revisit the posture of acknowledging human dignity Keywords: Covid-19; occupational therapy; occupational justice; human dignity; generative disruption

scholarly journals Difficult Dialogues: Faculty Responses to a Gender Bias Literacy Training Program

2016 ◽  
Author(s):  
Carol Isaac ◽  
Linda Manwell ◽  
Patricia Devine ◽  
Cecilia Ford ◽  
Jennifer Sheridan ◽  
...  
Keyword(s):  
Gender Bias ◽  
Critical Incident ◽  
Diversity Training ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Threatening Information ◽  
Midwestern University ◽  
Self Worth ◽  
Questions And Answers ◽  
Difficult Dialogues

Diversity training is challenging and can evoke strong emotional responses from participants including resistance, shame, confusion, powerlessness, defensiveness, and anger. These responses create complex situations for both presenters and other learners. We observed 3 experienced presenters as they implemented 41 gender bias literacy workshops for 376 faculty from 42 STEMM (science, technology, engineering, mathematics, medicine) departments at one Midwestern university. We recorded questions and answers as well as participants’ non-verbal activity during each 2.5-hour workshop. Employing content analysis and critical incident technique, we identified content that elicited heightened activity and challenging dialogues among presenters and faculty. Results from analysis of this observational data found three important findings: (1) presenters continually reinforced the idea that implicit bias is ordinary and pervasive, thus avoiding participant alienation by allowing participants to protect their self-worth and integrity; (2) difficult dialogues were managed calmly without verbal sparring or relinquishing control; (3) the presenters created an environment where individuals were more likely to accept threatening information.

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