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DEVELOPING CRITICAL PRACTICE: A SOUTH AFRICAN'S PERSPECTIVE
Author(s) -
Pillay Mershen
Publication year - 1998
Publication title -
international journal of language and communication disorders
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.101
H-Index - 67
eISSN - 1460-6984
pISSN - 1368-2822
DOI - 10.3109/13682829809179402
Subject(s) - curriculum , perspective (graphical) , multiculturalism , context (archaeology) , pedagogy , psychology , epistemology , sociology , subject (documents) , engineering ethics , paleontology , philosophy , artificial intelligence , library science , computer science , engineering , biology
The manner in which speech and language therapy (SLT) considers communicating evidence of practice with a multicultural clientele is considered in context of cultural imperialism. A conceptual framework (i.e., the curriculum of practice) developed from a South African study (Pillay 1997), is highlighted for use in understanding, evaluating and communicating evidence of practice with the clientele in focus. The lens (or paradigm) used by SLT to view its curriculum of practice may reveal different stories about the same subject. Given this, the critical paradigm is proffered over that of the empirical‐analytical (or ‘scientific’) and hermeneutic‐interpretive types of paradigms. Finally, suggestions regarding the development of critical SLT are discussed.