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Earlier this year the Critical Physiotherapy Network published Manipulating practices: A critical physiotherapy reader. The book is a collection of critical writing from a variety of authors dealing with a range of topics related to physiotherapy practice and education. One of the interesting features of this collection is that it is completely open access, which means that the authors, and not the publishers, have the intellectual property rights to make choices about what is permissable to do with the content of the book. While the entire book is available in different formats, including PDF, HTML, EPUB and XML, there is no audio version.
This SAAHE podcast is a recording of one chapter in the collection, entitled “A critical pedagogy for online learning in physiotherapy education“. We are using the SAAHE blog to experiment with sharing content in different formats, and would love to hear your feedback on whether or not this is something you would like to see more of.
In order to graduate physiotherapy students who are able to thrive in increasingly complex health systems, professional educators must move away from instrumental, positivist ideologies that disempower both students and lecturers. Certain forms of knowledge are presented as objective, value-free, and legitimate, while others – including the personal lives and experiences of students – are moved to the periphery and regarded as irrelevant for professional education. This has the effect of silencing students’ voices and sending the message that they are not in control of their own learning. While the integration of digital technology has been suggested as a means for developing transformative teaching and learning practices, it is more commonly used to control students through surveillance and measurement. This dominant use of technology does little more than increase the cost-effectiveness and efficiency of information delivery, while also reinforcing the rigid structures of the classroom. Physiotherapy educators who adopt a critical pedagogy may use it to create personal learning environments (PLEs) that enable students to inform their own learning based on meaningful clinical experiences, democratic approaches to learning, and interaction with others beyond the professional programme. These PLEs enable exploration, inquiry and creation as part of the curriculum, and play a role in preparing students to engage with the complex and networked systems of the early 21st century. While the potential for pedagogical transformation via the integration of digital technology is significant, we must be critical of the idea that technology is neutral and be aware that our choices concerning tools and platforms have important implications for practice.