Skip to main content
SpringerLink
Log in
Book cover

Professional Practice Discourse Marginalia pp 137–144Cite as

Challenging Practice Discourse Dichotomies

A View from Alternative and Orthodox Practices

  • Chapter

  • 454 Accesses

Part of the book series: Practice, Education, Work and Society ((PEWS))

Abstract

Each of us has our own ways of thinking, learning and understanding. These individual differences are largely socially constructed and are evident in all aspects of our lives, including our professional practices. Even those who belong to the same profession do not necessarily share the same discourse, such is the influence of individual histories on how we understand and approach our professions and our work with clients or patients.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Allsop, J., & Saks, M. (2002). Introduction: The regulation of the health professions. In J. Allsop & M. Saks (Eds.), The regulation of the health professions. London: Sage.

    Google Scholar 

  • Australian Government Department of Health and Ageing. (2006). COAG Health Services: Promoting good health, prevention and early intervention. Retrieved from http://www.health.gov.au/internet/budget/publishing.nsf/Content/43CB719CE72A680CCA257CA0003FF4F6/$File/hfact037.pdf

  • Bleakley, A. (2013). The dislocation of medical dominance: Making space for interprofessional care. Journal of Interprofessional Care, 27(Suppl 2), 24-30.

    Article  Google Scholar 

  • Bone, K. (2004). Phytothreapeutic protocols for chronic fatigue and fibromyalgia. Paper presented at the Tenth

    Google Scholar 

  • International Holistic Health Conference: Holistic Solutions for Sustainable Healthcare, 20-23 May, Coffs Harbour, NSW.

    Google Scholar 

  • Carr, S. (2012). Participation, resistance and change: Examining influences on the impact of service user participation. In P. Beresford & S. Carr (Eds.), Social care, service users and user involvement. London: Jessica Kingsley.

    Google Scholar 

  • Clegg, S., Tan, J., & Saeidi, S. (2002). Reflective practice and continuing professional development in higher education. Reflective Practice, 3(1), 131-146.

    Article  Google Scholar 

  • Cohen, M. (2004). CAM practitioners and "regular" doctors: Is integration possible? Medical Journal of Australia, 180(12), 645-646.

    Google Scholar 

  • Engeström, Y. (2005). Developmental work research: Expanding activity theory in practice. Berlin: Lehmanns Media.

    Google Scholar 

  • Fish, D., & Coles, C. (2005). Medical education: Developing a curriculum for practice. Maidenhead, UK: OUP.

    Google Scholar 

  • Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.

    Google Scholar 

  • Freire, P. (2004). Pedagogy of indignation. Boulder, CO: Paradigm.

    Google Scholar 

  • Gleichgerrcht, E., & Decety, J. (2013). Empathy in clinical practice: How individual dispositions, gender, and experience moderate empathic concern, burnout, and emotional distress in physicians. PLoS ONE, 8(4), e61526.

    Article  Google Scholar 

  • Halpern, J. (2003). What is clinical empathy? Journal of General Internal Medicine, 18, 670-674.

    Article  Google Scholar 

  • Haraway, D. (2003). The companion species manifesto: Dogs, people and significant others. Chicago: Prickly Paradigm Press.

    Google Scholar 

  • Higgs, J. (2010). Researching practice: Entering the practice discourse. In J. Higgs, N. Cherry, R. Macklin & R. Ajjawi (Eds.), Researching practice: A discourse on qualitative methodologies (pp. 1-8). Rotterdam: Sense.

    Google Scholar 

  • Kuhn, T. (1962). The structure of scientific revolutions. Chicago, IL: University of Chicago Press.

    Google Scholar 

  • Martin G. (2014). Interprofessional boundaries. In W. Cockerham, R. Dingwall & S. Quah (Eds.), The Wiley Blackwell encyclopedia of health, illness, behaviour and society. London: John Wiley and Sons.

    Google Scholar 

  • Martyr, P. (2002). Paradise of quacks: An alternative history of medicine in Australia. Paddington, NSW: Macleay Press.

    Google Scholar 

  • Nancarrow, S., Roots A, Grace, S., Moran, A., & Vanniekerk-Lyons, K. (2013). Implementing large-scale workforce change: Learning from 55 pilot sites of allied health workforce redesign in Queensland. Australia. Human Resources for Health, 11(66).

    Google Scholar 

  • Parratt, J., Fahy, K., & Hastie, C. (2014). Midwifery students' evaluation of team-based academic assignments involving peer-marking. Women and Birth, 27(1), 58-63.

    Article  Google Scholar 

  • Robinson, K. (2013). Models and effectiveness of service user and carer involvement in social work education: A literature review. The British Journal of Social Work, 43(5), 925.

    Article  Google Scholar 

  • Rumi, J.-D. (2004). The essential Rumi (C. Barks, Trans.). San Francisco: HarperOne.

    Google Scholar 

  • Schön, D. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.

    Google Scholar 

  • Titler, M. (2008). The evidence for evidence-based practice implementation. In R. Hughes (Ed.), Patient safety and quality: An evidence-based handbook for nurses (pp. 1-49). Rockville, MD: Agency for Healthcare Research and Quality.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Health & Human Sciences, Southern Cross University, USA

    Sandra Grace PhD (Adjunct Associate Professor)

  2. The Education For Practice Institute, Charles Sturt University, Australia

    Sandra Grace PhD (Adjunct Associate Professor)

  3. School of Health and Society, Faculty of Social Sciences, University of Wollongong, Australia

    Lesley Cooper PhD (Adjunct Professor)

  4. The Education For Practice Institute, Charles Sturt University, Australia

    Lesley Cooper PhD (Adjunct Professor)

Authors
  1. Sandra Grace PhD
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Lesley Cooper PhD
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. The Education For Practice Institute, Charles Sturt University, Australia

    Joy Higgs

  2. The Education For Practice Institute, Charles Sturt University, Australia

    Franziska Trede

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Sense Publishers

About this chapter

Cite this chapter

Grace, S., Cooper, L. (2016). Challenging Practice Discourse Dichotomies. In: Higgs, J., Trede, F. (eds) Professional Practice Discourse Marginalia. Practice, Education, Work and Society. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-600-2_16

Download citation

  • DOI: https://doi.org/10.1007/978-94-6300-600-2_16

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-600-2

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation