Moving Dietetics Forward with Queer Pedagogy: A Post-Structural Qualitative Study Exploring the Education and Training Experiences of Canadian Dietitians for LGBTQ Care - 20/09/22
, Jill Marie McSweeney-Flaherty, PhD 2Abstract |
Background |
Lesbian, gay, bisexual, trans, and other sexually and gender diverse (LGBTQ) people often experience health disparities and disparities in accessing safe health care. Yet dietetics curriculum and training opportunities for LGBTQ care are limited.
Objective |
The objective of this research was to explore the perspectives and professional training experiences within LGBTQ-focused topics of Canadian dietitians in order to inform future curriculum and pedagogy.
Design |
This research is framed within poststructuralist philosophies. Semi-structured qualitative interviews were conducted.
Participants/setting |
To be eligible, participants needed to be dietitians within Canada who had an interest in discussing gender and sexual diversity within the profession. Although the research call was open to all Canadian dietitians who wanted to discuss gender and sexual diversity within the profession, only dietitians who self-identified as allies to LGBTQ groups ended up participating in this project. Of the 16 dietitians who participated, 11 participants self-identified as members of LGBTQ groups and 5 self-identified as straight. All participants took part in online interviews done in private locations of their choosing from September 2020 to January 2021.
Analysis |
A systematic thematic analysis was conducted.
Results |
Three themes, including understanding the ethics of dietetics education, recognizing the cis- and hetero-normativity of dietetics education, and moving forward with queer pedagogy, were noted from the data.
Conclusions |
Participants explored the lack of LGBTQ focus and content during their professional training and believed such gaps were problematic to the caring philosophies of dietetics. Participants offered insights into how dietetics educators can disrupt ingrained cis- hetero-normativity and rigid binary gender norms within dietetics education and curriculum.
Le texte complet de cet article est disponible en PDF.Keywords : Dietetic education, Pedagogy, Queer, LGBTQ, Poststructuralism
Plan
| STATEMENT OF POTENTIAL CONFLICT OF INTEREST No potential conflict of interest was reported by the authors. |
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| FUNDING/SUPPORT This work was funded by Mount Saint Vincent University: New Scholars Grant to the principal investigator, Dr. Phillip Joy. |
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| AUTHOR CONTRIBUTIONS P. Joy contributed to the funding, research design, data collection, data analysis, interpretation, and writing of manuscript. J. M. McSweeney-Flaherty contributed to the data analysis, interpretation, and writing of manuscript. Both authors are in agreement with the manuscript and declare that the content has not been published elsewhere. |
Vol 122 - N° 10
P. 1876-1884 - octobre 2022 Retour au numéro
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