Abstract
Although pedagogy focused on social justice, power, and privilege have been included in teacher preparatory programs for a number of years, such topics are much newer and relatively unexplored within the context of Communication Sciences and Disorders (CSD) preprofessional programs. This reflection provides information on use of a living document assignment to encourage undergraduate CSD students to grapple with these difficult topics (e.g., privilege, oppression, social justice, allyship) early in their professional careers resulting in benefits for the students, their future clients, and the field of CSD.
Recommended Citation
Secora, Kristen and Smith, David H
()
"Use of a Living Document to Facilitate Critical Engagement with Social Justice for Undergraduate Audiology and Speech-Languages Pathology Students,"
Teaching and Learning in Communication Sciences & Disorders: Vol. 7:
Iss.
1, Article 2.
Available at:
https://ir.library.illinoisstate.edu/tlcsd/vol7/iss1/2
