The educational (im)possibility for dietetics: a poststructural discourse analysis |
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| Authors: | Jacqui Gingras |
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| Institution: | 1. Ryerson University, 350 Victoria Street, Toronto, ON, M5B 2K3, Canada
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| Abstract: | Inquiring into the theoretical underpinnings of dietetic curriculum provides a means for further understanding who dietitians
are (identity) and what dietitians do (performativity). Since dietetic curriculum exists as a structural influence on the
dietetic student identity, it is worth inquiring into how such a structure is theoretically informed, especially considering
that until now, this process has not be undertaken. This research attempts to illuminate how dietetic knowledge is generated
and how various institutional structures reinforce this knowledge. Since dietetic education in Canada is standardized by a
means of national accreditation, the accreditation texts were analyzed following a poststructural discourse analysis method.
Those aspects of the Accreditation Manual concerning dietetic education were scrutinized to illuminate the presence/absence of curricular theory, knowledge assumptions,
and educational values. Findings of the discourse analysis indicate that there is no explicit curricular theory framing dietetic
education, learning processes are sequential and apolitical, and dietetic knowledge is decontextualized from the social world.
These findings have implications for dietetic education, the scholarship of teaching and learning within the profession, and
dietetic epistemology. With further attention to these issues it is hoped that dietetic educators will be encouraged to reflect
on the historical and theoretical foundations of their curricula and will consider how teaching and learning, and ultimately
dietetic knowledge could be enhanced through a socially integrated feminist science of food and nutrition. |
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