Exploring Social Justice Advocacy in Dietetic Education: A Content Analysis
Publication: Canadian Journal of Dietetic Practice and Research
3 October 2018
Abstract
Purpose: To explore the extent to which knowledge- and skill-based learning regarding social justice and/or social justice advocacy is included in the course descriptions of required courses of accredited, English-speaking dietitian training programs in Canada.
Methods: This study is a mixed-methods content analysis of required course descriptions sampled from university academic calendars for accredited, English-speaking dietitian training programs across Canada.
Results: Quantitative analysis showed that required course descriptions (n = 403) included few instances of social justice-related terminology (n = 63). Two themes emerged from the qualitative analysis: competing conceptualizations of social issues and dietitians’ roles; prioritization of science-based knowledge and ways of knowing.
Conclusions: Accredited, English-speaking dietitian training programs in Canada appear to include little knowledge- or skill-based learning regarding social justice issues and advocacy. Supporting future dietitians to pursue leadership roles in redressing social injustices and socially just dietetic practice may require more explicit education and training about social justice issues and advocacy skills.
Résumé
Objectif. Explorer dans quelle mesure l’apprentissage fondé sur les connaissances et les compétences à propos de la justice sociale ou de la défense de la justice sociale est inclus dans la description des cours obligatoires des programmes anglophones agréés de formation en diététique au Canada.
Méthodes. Cette étude est une analyse à méthodes mixtes du contenu des descriptions de cours obligatoires échantillonnées dans les annuaires universitaires des programmes anglophones agréés de formation en diététique de partout au Canada.
Résultats. Une analyse quantitative a montré que les descriptions des cours obligatoires (n = 403) comportaient peu d’occurrences de terminologie en lien avec la justice sociale (n = 63). Deux thèmes sont ressortis de l’analyse qualitative : l’opposition du concept des problèmes sociaux à celui du rôle des diététistes; et la priorisation des connaissances scientifiques et de l’acquisition des connaissances.
Conclusions. Les programmes anglophones agréés de formation en diététique au Canada semblent contenir peu d’apprentissages fondés sur les connaissances et les compétences à propos des problèmes de justice sociale et de la défense de la justice sociale. Encourager les futurs diététistes à assumer un rôle de leader pour corriger les injustices sociales et à adopter une pratique de la diététique juste au plan social pourrait nécessiter une formation plus explicite sur les problèmes de justice sociale et sur les compétences en lien avec la défense de la justice sociale.
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Financial support: Research funded by Mount Saint Vincent University New Scholars Grant.
Conflict of interest: The authors declare that they have no competing interests.
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Canadian Journal of Dietetic Practice and Research
Volume 80 • Number 1 • March 2019
Pages: 2 - 7
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Version of record online: 3 October 2018
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© 2019.
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KathrynFraserMScAHN candidate and JenniferBradyPhD. 2019. Exploring Social Justice Advocacy in Dietetic Education: A Content Analysis. Canadian Journal of Dietetic Practice and Research.
80(1): 2-7. https://doi.org/10.3148/cjdpr-2018-027
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