Awakening the Possibilities: An Exploration of Critical Nutrition and Dietetic Training and Education

Abstract

The aim of this chapter is to introduce readers to nutrition and dietetic training and education practices or processes that can limit or extend our capacity to engage in more critically informed ways of knowing.

Appendices

Assignments

• 1. Think about a class you took in which you felt a sense of safeness. What was the educator doing or not doing? What were the students doing or not doing? What was it about the physical space that contributed or took away from your sense of safeness? Using strips of paper provided by your instructor, print words or short phases that describe the aspects of contributors to feelings of safeness in black marker – one idea per strip. Simultaneously, using a red marker, print words or short phases that describe the detractors of creating a safe space or feelings of safeness in the classroom.

  Break into small groups (4–5 students), and discuss your individual results with your group. What did you notice?

  Within your small groups, reflect on the following questions:

  • What are some ideas that were presented by your group members that you had not previously considered in your understanding of safe space?

  • How important is a safe space to be able to engage in deep, critical learning or learning that pushes you beyond your current understandings?

  • How does your understanding of safe space influence your willingness to raise controversial thoughts or ideas that are not part of the dominant professional discourse?

  • Safe spaces can sometimes lead to spaces of vulnerability for both the person sharing and the person(s) actively receiving or listening. Are these learning spaces? In what ways?

  Transfer all of the strips of paper to the two large boards provided by the educator. One board will display the contributor descriptors and the other the detractor descriptors. Take a few moments to reflect on what you see. Within the large group, discuss the following:

  • What are your most meaningful insights/learnings emerging from the safe spaces that your group and the large group were able to describe?

  • What are your thoughts regarding “safe space”?

  • Whom is being kept safe from what? What is gained or lost through creating a safe space?

  • What possibilities do the concept of safe space offer you as you develop your skills in critical nutrition and dietetics?

• 2. Critical Consciousness Exercise

  The process of critical consciousness includes three phases: (1) identifying the ideologies and assumptions that underlie our thoughts and actions; (2) scrutinizing the accuracy and validity of these in terms of how they connect to, or are discrepant with, our experience of reality; and (3) reconstructing these assumptions to make them more inclusive and integrative (Norris 2014). Recognition and analysis of ideological assumptions are central to the process of critical reflection (Norris 2014). Ideologies can be defined as the enduring sense that a person has of ones’ identity, such as gender, sexual orientation, ethnicity and class (Lee et al. 2007), and comprises of those taken for granted ideas, commonsense beliefs and self-evident “rules” that inform our thoughts and actions (Norris 2014).

  Reflect on the narrative in Section 3 about the students who were influenced in their attitudes and assumptions towards body weight. Was there a time in which you felt ideological towards someone or a group or a time in which you yourself felt stigmatized? If you feel comfortable, share your story to your small group. Describe the details of the situations, such as the time, place and people (while keeping the names of the people involved anonymous) and the reason(s) why that event resonates with you. What similarities or differences were discovered between the stories shared within your group? What core ideologies and discursive practices do you think were present in these situations and inform both you and your group members’ selection of these critical incidents? What are the consequences of these assumptions? As a group, jot down any thoughts, words or phrases on paper of the connecting elements and relationships in which these actions ensue. How can we as dietetic and nutrition professionals resist or change these attitudes and actions which perpetuate judgement and stigma?

• 3. In what ways might the concepts and propositions from critical dietetics and nutrition contribute to a more inclusive and authentic education? Did the elements of critical practice addressed in this chapter resonate with you? Moving forward, what practices and processes will you engage in that you believe will result in a more critical practice?

Definition of Keywords and Terms

Ampowerment:

Refers to a meaningful sense of one’s power-from-within (Aphramor 2016). The term ampowerment is coined by Lucy Aphramor. As Aphramor explains, “Lifestyle change falls under the rubric of ampowerment, which relates to self-care. Ampowerment fosters empowerment through links with a critical awareness of power-over, and increased capacity to engage in and influence power-with relationships. Empowerment is a process that involves systemic social change, with action preceded by collective consciousness raising. It does not stop at self-esteem. It is not about compliance or co-ercion” (Aphramor 2016).

Discourse:

“A series of representations, practices, and performances through which meanings are produced, connected into networks, and legitimized. Discourses are heterogeneous, regulated, embedded, situated, and performative” (Gingras 2009, p. 238).

Ideology:

Refers, traditionally, to the relatively stable and enduring sense that a person has of ones’ identity, such as gender, sexual orientation, ethnicity and class (Lee et al. 2007).

Individualism:

Refers to the conception of an individual being the essential proprietor of one’s own capacities, owing nothing to society for them (Macpherson 1962).

Narrative:

A story or account of events, interactions and experiences that are selectively recalled, arranged and interpreted by a person, family or community. Narratives serve to organize and give meaning to the story teller(s) (Lee et al. 2007).

Ontology:

Refers to the branch of philosophy that deals with being (Lee et al. 2007).

Other:

Refers to the attempt to form a personal or group identity and where comparison of ourselves to others creates an understanding of ourselves as separate and different from others. The process of comparison can establish identity but can also create a sense of superiority and an objectification of those who are “different” (Lee et al. 2007).

Praxis:

Refers to the unity of theory and practice (Lee et al. 2007).

Reflexivity:

Understood to be different from reflection in that reflection can involve an actor examining an object, whereas reflexivity is an internal conversation where an embodied actor in a social context bends their thoughts back on themselves (Vink et al. 2017).

How This Chapter Addresses the Critical Dietetics Framework

When we, as authors, came together to discuss our subsections, we were struck, but the obvious interconnections were present. Daphne reflected on the importance of creating the conditions for a space where students and professors could engage in conversations that were insightful, respectful, critical and real, spaces where all class members could add their voices to the dialogue and that there could be a deep understanding and unpacking of moments of tension and (dis)ease. Jillian called for the bringing together of individuals to work collaboratively as teams. She highlighted the dominant structures in place that are often challenges to achieving inclusive learning and teamwork. How we as individuals set ourselves up for collaborative work requires a breaking down of stereotypes and bias in order to connect and function in meaningful ways. If shared meaning and values are to be fostered, the cocreation of a space in which that can happen is imperative. Elin also highlights the troubling consequences of a focus on the individual. She argues for the advancement of empathetic, compassionate and non-judging professionals. These characteristics are fostered in teams and in spaces where individuals connect and develop a greater awareness and understanding of themselves and each other.