Developing understandings of occupational (in)justice with occupational therapy students in a transnational project
Authors: Truman, J.L., Fox, J., Hynes, S.M., Hills, C., McGinley, S.L., Ekstam, L., Shiel, A. and Orban, K.
Journal: Journal of Occupational Science
Volume: 28
Issue: 4
Pages: 588-598
eISSN: 2158-1576
ISSN: 1442-7591
DOI: 10.1080/14427591.2020.1858940
Abstract:This article describes an innovative transnational education project involving three European universities, funded through ERASMUS+. One of its aims was to develop and provide a curriculum to facilitate students’ understanding and identification of occupational (in)justice by exposing them to marginalised people living in three European communities with differing cultural, social, and political systems. Occupational injustice is an ongoing deprivation or patterns of disruption that creates health burdens, barriers to educational and social opportunities, and risk to the individual’s lifespan. We describe how a transnational educational collaboration offered a new way of facilitating learning of occupational (in)justice in a practical way to stimulate the application of concepts to discipline specific thinking and engage students in debate about new areas of potential practice which are transformational. The educational theory underpinning the project is discussed, together with a description of how authentic learning experiences supported the development of occupational justice knowledge and justice-focused practice.
https://eprints.bournemouth.ac.uk/35137/
Source: Scopus
Developing understandings of occupational (in)justice with occupational therapy students in a transnational project
Authors: Truman, J.L., Fox, J., Hynes, S.M., Hills, C., McGinley, S.L., Ekstam, L., Shiel, A. and Orban, K.
Journal: JOURNAL OF OCCUPATIONAL SCIENCE
Volume: 28
Issue: 4
Pages: 588-598
eISSN: 2158-1576
ISSN: 1442-7591
DOI: 10.1080/14427591.2020.1858940
https://eprints.bournemouth.ac.uk/35137/
Source: Web of Science (Lite)
Developing understandings of occupational (in)justice with occupational therapy students in a transnational project
Authors: Truman, J., Fox, J., Hynes, S., Hills, C., McGinley, S., Ekstam, L., Shiel, A. and Orban, K.
Journal: Journal of Occupational Science
Publisher: Taylor & Francis
ISSN: 1442-7591
DOI: 10.1080/14427591.2020.1858940
Abstract:This article describes an innovative transnational education project involving three European Universities, funded through ERASMUS+. One of the aims of this project was to develop and provide a curriculum to facilitate students’ understanding and identification of occupational (in)justice by exposing students to marginalized people living in three European communities with differing cultural, social and political systems. Occupational injustice is an ongoing deprivation or patterns of disruption which creates health burdens, barriers to educational and social opportunities and risk to the individual’s lifespan (WFOT, 2019; Wilcock & Hocking, 2015). We will describe how a transnational educational collaboration offered a new way of facilitating learning of occupational (in)justice in a practical way to stimulate applying concepts to discipline specific thinking and engage students in debate about new areas of potential practice which are transformational. The educational theory underpinning the project is discussed, together with a description of how authentic learning experiences supported the development of occupational justice knowledge and justice-focused practice.
Keywords: occupational injustice, occupational science, occupational therapy, education, teaching and learning, internationalisation, transnational education project
https://eprints.bournemouth.ac.uk/35137/
Source: Manual
Developing understandings of occupational (in)justice with occupational therapy students in a transnational project
Authors: Truman, J., Fox, J., Hynes, S., Hills, C., McGinley, S., Ekstam, L., Shiel, A. and Orban, K.
Journal: Journal of Occupational Science
Volume: 28
Issue: 4
Pages: 588-598
ISSN: 1442-7591
Abstract:This article describes an innovative transnational education project involving three European Universities, funded through ERASMUS+. One of the aims of this project was to develop and provide a curriculum to facilitate students’ understanding and identification of occupational (in)justice by exposing students to marginalized people living in three European communities with differing cultural, social and political systems. Occupational injustice is an ongoing deprivation or patterns of disruption which creates health burdens, barriers to educational and social opportunities and risk to the individual’s lifespan (WFOT, 2019; Wilcock & Hocking, 2015). We will describe how a transnational educational collaboration offered a new way of facilitating learning of occupational (in)justice in a practical way to stimulate applying concepts to discipline specific thinking and engage students in debate about new areas of potential practice which are transformational. The educational theory underpinning the project is discussed, together with a description of how authentic learning experiences supported the development of occupational justice knowledge and justice-focused practice. Keywords: occupational injustice, occupational science, occupational therapy, education, teaching and learning, internationalisation, transnational education project
https://eprints.bournemouth.ac.uk/35137/
Source: BURO EPrints