Exploring decolonising the curriculum in physiotherapy: our learning stories as dedicated novices.
MetadataShow full item record
Lane, J., Jagadamma, K.C., Culpan, J., and Bulley, C. (2022) ‘Exploring decolonising the curriculum in physiotherapy: our learning stories as dedicated novices’, International Practice Development Journal, 12(2), pp. 1–7. Available at: https://doi.org/10.19043/ipdj.122.010.
Background: There is increasing awareness that we must engage with decolonising physiotherapy curricula to respect plurality of knowledge and become more consistent with global priorities towards humanising healthcare. Aim: By reflecting on our discomfort and vulnerabilities, we strove to understand and engage in decolonising the physiotherapy curriculum. Through this we hope to motivate others and contribute to this important transformation. Conclusions: Using Mezirow’s transformative learning theory, we reflected on our struggle with our disorienting dilemmas regarding the need to engage in decolonising the physiotherapy curriculum. We have become alert to insecurities about our knowledge and ability to engage sensitively in the necessary conversations. As we progress towards ‘full’ transformation, we have concluded that we must take action to generate change while continuing to learn and reflect.