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 EducationActively 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”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 “insiders” 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”7  

 

Footnotes

  1. Special Issue: Socially Accountable OT. Mar/Apr 2022. Occupational Therapy Now
  2. Kumashiro, K.K. (2012). Anti-Oppressive Education In: J.A. Banks (Ed.). Encyclopedia of Diversity in Education. SAGE Publications
  3. Clithero et al. (2017). Improving Community Health Using an Outcome-Oriented CQI Approach to Community-Engaged Health Professions Education. Frontiers in Public Health, 5, 26.
  4. Suarez Balcazar, Y., Muñoz, J.P. & Early, A. (2020). Supporting diversity and inclusion in occupational therapy education. In S. Taffe., L.C. Grajo & B. Hooper (eds). Perspectives on occupational therapy education: Past, present and future (pp. 103-116). Thorofare, NJ: Slack Inc.
  5. Maseko, P.B.N. (2018). Transformative praxis through critical consciousness: A conceptual exploration of a decolonial access with success agenda. Educational Research for Social Change, Vol 7.
  6. Harris, L.D. & Wasilewski, J. (2004). Indigeneity, an alternative worldview: four R's (relationship, responsibility, reciprocity, redistribution) vs. two P's (power and profit). Sharing the journey towards conscious evolution. Systems Research and Behavioral Science, 21(5), 489-503
  7. Boelen C. & Heck JE. (2016) Defining and Measuring the Social Accountability of Medical Schools. World Health Organization.
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