W11: Global Perspectives of Occupation Flashcards

1
Q

Why is there a necessity for global perspectives on occupation?

A
  • many of the complex issues faced by our society are globally embedded
  • occupation is studied, taught, and enabled by therapists, researchers, and educators around the world
  • occupations are culturally-situated and reciprocally related to their contexts
  • different ways of knowing and being exist
  • deeper understanding can be gained through connection
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2
Q

What is the World Federation of Occupational Therapists (WFOT)?

A

the global voice for occupational therapy

  • sets the standard for OT education internationally, and promotes excellence in research and practice
  • represents occupational therapists worldwide that are making lives fit for living
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3
Q

Cape Town WFOT 2018 Congress

What was the conference theme?

A

connected in diversity: positioned for impact

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4
Q

Cape Town WFOT 2018 Congress

Who were the keynote speakers and what were their topics?

A
  • Dr. Karen Whalley Hammell – building globally relevant OT from the strength of our diversity
  • Dr. Elelwani Ramugondo – healing work: intersections of decoloniality
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5
Q

Cape Town WFOT 2018 Congress

What were the key themes of Dr. Elelwani Ramugondo’s talk?

A

healing work: intersections of decoloniality

  • the world is a crime scene – a product of slavery and theft
  • gross economic inequality, as an ongoing dehumanizing consequence of colonialism, racism and a global, capitalist neoliberal agenda can therefore not be ignored as part of contextually situated occupational therapy practice and healing work
  • full humanness a goal for occupational therapy

occupational consciousness

  • highlights the need to adopt transgressive acts in what we do every day to disrupt the cycle of oppression, and debility
  • decoloniality of doing – shifts decolonization from just discourse, to also reflexivity within everyday doing
  • conscious of ways in which we sustain dominant practices through what we do everyday with implications for personal and collective health
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6
Q

What is decoloniality?

A

working to undo coloniality of power, knowledge, and being

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7
Q

Cape Town WFOT 2018 Congress

What were the key themes of Dr. Karen Whalley Hammell’s talk?

A

triangulation of occupational therapy theory from our diverse perspectives

  • value of occupations that contribute and connect
  • value of occupations that foster balance with the natural world
  • value to well-being of occupations through which the land is given care
  • value of occupations that uphold religious and cultural traditions
  • value of occupations that honour ancestors

what is missing

  • survival occupations
  • occupations that contribute to the care and well-being of families and communities
  • occupations that strengthen social roles
  • occupations or co-occupations that are shared or collaborative, or that foster interdependence
  • occupations that are collective, commemorative, celebratory or sacred
  • occupations that derive their meaning from the context within which they are enacted
  • occupations undertaken to honour ancestors, spiritual traditions, and the natural world
  • occupations that are motivated by a desire to care for the land and oceans
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8
Q

What is the International Society for Occupational Science?

A

virtual, not-as-large society whose mission is to:

  • facilitate connections among people and groups who share a commitment to occupation-focused research, education, and practices
  • encourage engagement with occupational science among people who are new to the discipline
  • create opportunities for inclusive and diverse dialogues about the role(s) occupational science can play in meeting societal needs
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9
Q

What are some sample World Occupational Science Conference sessions?

A
  • decolonizing occupational science: (re)constructing the science that we want and need
  • migration and human displacement: global dialogic on the contribution of occupational science
  • social participation in community-based occupations: experiences of people living with dementia
  • occupationally speaking: why racist speech is a racist deed
  • the occupations of elderly women in the daily lives of social vulnerability
  • building a conceptual understanding of crime as occupation
  • sexual health in pediatric populations: an occupational justice perspective
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10
Q

What are the 3 intersectional systems of oppression?

A
  • ableism
  • sexism
  • racism and xenophobia
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11
Q

Research: Refugees in Metro Vancouver Regional District

What are the 2 main research questions?

A
  • What is the current landscape of refugee settlement internationally and in the Metro Vancouver Regional District?
  • Why would we assess the needs of this population?
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12
Q

Research: Refugees in Metro Vancouver Regional District

What is the purpose of the study?

A

to determine barriers to participation in employment for female refugees with physical disabilities living in Metro Vancouver

  • how does the intersection of identities shape experiences of preparing for, seeking, and gaining employment
  • what alternative productive occupations are meaningful to this population
  • what are the barriers and facilitators to participation in productive occupations

“because I was woman, because I [had a disability], because I was newcomer and because of my language”

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13
Q

Research: Refugees in Metro Vancouver Regional District

What were the 5 key themes?

A
  • stigma and discrimination
  • traditional labour market
  • housing
  • system cohesion
  • english language
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14
Q

Research: Refugees in Metro Vancouver Regional District

Theme: Stigma and Discrimination

A
  • from general population of Vancouver, and within the refugee community (ableism)
  • in the workplace
  • as a barrier to housing
  • lack of skill recognition – based on status as refugee, language barrier, and status as a person with a disability
  • systemic and from settlement workers/service providers
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15
Q

Research: Refugees in Metro Vancouver Regional District

Theme: Traditional Labour Market

A

market is restrictive

  • requirement of Canadian-recognized credentials, certifications, and previous work experience
  • ​​minimal support from Employment Services – focus on existing job profiles, lack of fit between opportunities and skill set
  • financial barriers to pursue self-employment initiatives
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16
Q

Research: Refugees in Metro Vancouver Regional District

Theme: Housing

A
  • lack of accessible housing options
  • pressure to accept inadequate housing
  • challenges due to geographical location – isolated from social supports, inaccessible neighbourhoods
17
Q

Research: Refugees in Metro Vancouver Regional District

Theme: System Cohesion

A

lack of information and cohesion across services

  • services to navigate – settlement services, housing, language, transportation, medical, disability/rehab services and equipment, community (ie. fitness, courses), childcare, school system, employment, interpreter, home care, funding (ie. settlement, disability)
  • settlement services are time limited
  • long wait times
  • complex needs are not considered
  • no focus on individual goals
  • lack of cross-referrals
  • reliance on informal supports
  • lack of education for participants to enable independent navigation of system
18
Q

Research: Refugees in Metro Vancouver Regional District

Theme: English Language

A

English as a gatekeeper

  • language is an important barrier to employment, community and social inclusion, accessing services
  • difficulties obtaining interpreter services
  • infrequency and limited availability of language classes
  • need for alternative language learning activities
19
Q

Research: Refugees in Metro Vancouver Regional District

What are the recommendations to improve experience?

A
  • enhance coordination of services
  • increase supports to reduce language barriers
  • provide individualized employment support – provide options for employment outside of the traditional labour market
  • educate to reduce stigma and discrimination – policy makers, service providers, employers
20
Q

(Magalhaes et al., 2019) The development of occupational science outside the Anglophone sphere: Enacting global collaboration

What are the main concepts of this article?

A
  • need to decolonize occupational science knowledge production
  • dealing with the hegemony of the English language and ‘Western’ knowledge in academia (ie. Eurocentrism)
  • as cultures struggle to be recognized, their traditions and ways of knowledge are overshadowed by mainstream or dominant traditions
  • how do we share knowledge across contexts in ways that do not reproduce global power relations
21
Q

(Magalhaes et al., 2019) The development of occupational science outside the Anglophone sphere: Enacting global collaboration

Enacting Global Collaboration – Issues and Priorities for Action

A

issue: visible and invisible barriers to communication

  • priorities: develop research that reflects contextual issues in local language

issue: dominance of the language and issues relevant to one audience

  • priorities: support strategic knowledge sharing

issue: unidirectional dialogue and knowledge mobilization

  • priorities: add occupational science to the educational curricula