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McGill.CA / School of Physical & Occupational Therapy / Programs / Occupational Therapy Program / Equity

Reconfiguring for Equity, Praxis, Accountability, Inclusion, and Reconciliation (REPAIR) Glossary of Terms

Accountability

Accountability is the reconfiguring of mechanisms and resources to prioritize the concerns of historically excluded groups through transparency, participation and a focus on sustainable outcomes1

Anti-Oppressive Education

Anti-Oppressive Education"听Actively challenges injustice and oppression at both the micro level of teaching and the macro level of education reform, and draws together various theoretical traditions, including critical, feminist, queer, and [de/anti]postcolonial perspectives鈥�2,3

Equity Serving

Equity Serving is to intentionally value, identify, and prioritize the equity concerns of local and regional communities; and to address these in inclusive and impactful ways3

Inclusive Environment

An inclusive environment involves diverse individuals as 鈥渋nsiders鈥� empowered to engage fully in decision-making, collaboration, and core activities to contribute in meaningful ways while receiving respect from peers and colleagues for their contributions.4

Praxis

Praxis is a commitment to actions that are rooted in critical theories and cycles of reflexive thinking with the ethics of transformative justice5.

Reconciliation

Reconciliation with Indigenous peoples and Nations involves engagement in trusting and reciprocating relationships, assuming responsibility for harms and change, and redistributing where resources and knowledge lie6.

Social Accountability

Social accountability is "The obligation to orient education, research, and service activities towards priority health concerns of the local communities, the region and/or nation (schools) one has a mandate to serve鈥�7听听

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Footnotes

  1. Special Issue:听. Mar/Apr 2022. Occupational Therapy Now
  2. Kumashiro, K.K. (2012). In: J.A. Banks (Ed.). Encyclopedia of Diversity in Education. SAGE Publications
  3. Clithero et al. (2017). . Frontiers in Public Health, 5, 26.
  4. Suarez Balcazar, Y., Mu帽oz, J.P. & Early, A. (2020). Supporting diversity and inclusion in occupational therapy education. In S. Taffe., L.C. Grajo & B. Hooper (eds). (pp. 103-116). Thorofare, NJ: Slack Inc.
  5. Maseko, P.B.N. (2018). . Educational Research for Social Change, Vol 7.
  6. Harris, L.D. & Wasilewski, J. (2004). . Systems Research and Behavioral Science, 21(5), 489-503
  7. Boelen C. & Heck JE. (2016) . World Health Organization.
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