Promoting critically informed learning and knowing about occupation through conference engagements. Issue 4 (2nd October 2022)

• Record Type: Journal Article
• Authors: Aldrich, Rebecca M.; Galvaan, Roshan; Gerlach, Alison J.; Rudman, Debbie Laliberte; Magalhães, Lilian; Pollard, Nick; Farias, Lisette
• Is Part Of: Journal of occupational science. Volume 29:Issue 4(2022)
• Page Start: 602
• Page End: 617
• Publication Date: 2022-10-02
• Subjects: Occupational science -- Conferences -- Critical theory -- Occupation-based Social Transformation -- Praxis; Sciences de l'occupation -- Conférences -- Théorie critique -- Social basé -- sur l'occupation -- Transformation -- Praxis; Work -- Periodicals; Occupations -- Sociological aspects -- Periodicals; Occupational therapy -- Periodicals; 306.3605
• DOI: 10.1080/14427591.2021.1970617
• Languages: English
• ISSNs: 1442-7591

Abstract

ABSTRACT: As occupation-focused discussions and applications of critical theoretical perspectives increase, attention must also be paid to how different spaces of knowledge dissemination, exchange, and production support critically informed learning and knowing about occupation. This paper presents the reflections of a group of international scholars and lecturers whose shared interest in critical theoretical perspectives prompted the incremental co-development of a series of conference engagements. We describe how our group came together, what kinds of learning experiences we developed to promote and support engagement with critical theoretical perspectives, and what understandings we gained through ongoing critical reflexivity about those learning experiences. Our discussion addresses two problematics related to conferences as learning spaces: inclusion, and sustained engagement with epistemic communities and ideas that may form through critically oriented conference sessions. We also discuss how enacting critical pedagogies and principles of 'unconferencing' may better promote critically informed ways of learning and knowing occupation than typical conference structures. The paper ends with a call for continued integration of varied critically informed teaching and learning opportunities at conferences, as a means of further encouraging diverse types of knowledge production, sharing, and learning about occupation.