Challenge in South Africa

Weddington, Gloria; Mogotlane, Sophie; Tshule, Maggie

doi:10.1044/leader.wb.08092003.4

Cited by 2 publications

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“…Eventually, programmes were established at the University of Cape Town in 1975 and Stellenbosch University in 1989, both in the Cape (UCT, 2018). During this time, most programmes trained predominantly white therapist who served a privileged minority during the apartheid era (Beckett, 1976;Weddington, Mogotlane, & Tshule, 2003), with the training of Indian, Coloured and Black apartheid categories remaining marginalized.…”

Section: Historicising the Development Of Slp Professionmentioning

confidence: 99%

Inequity and the Professionalisation of Speech-Language Pathology

Abrahams

Kathard

Harty

et al. 2019

P&P

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As a profession, speech-language pathology (SLP) continues to struggle with equitable service delivery to both people with communication challenges and disabilities. SLP clinical practice in its traditional form has an individual focus and therefore cannot adequately serve the large population in need, which, in South Africa is the majority population. Using the concept of social embeddedness of professions as a guiding frame, the article explores the history of the profession and the influence of the medical model and coloniality in shaping SLP profession’s knowledge and practices. As such, we argue that professionalisation in its current form perpetuates injustice. The article proposes innovation across clinical practice, education and research as leverage points for imagining new practices.

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Section: Historicising the Development Of Slp Professionmentioning

confidence: 99%

Inequity and the Professionalisation of Speech-Language Pathology

Abrahams

Kathard

Harty

et al. 2019

P&P

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“…Historically disadvantaged institutions were set aside for black people, disparagingly perceived as "bush" or "rural" universities (Kamsteeg 2016;Robus and Macleod 2006;Seabi et al 2014). Black South Africans were denied access to better resourced educational institutions (Durrheim et al 2011;Weddington, Mogotlane, and Tshule 2003). Over 25 years after the dismantling of apartheid, South Africa remains one of the most unequal societies in the world (Amosun, Maart, and Naidoo 2018;Mayosi and Benatar 2014;Pentecost et al 2018), where black African medical students have remained negligible (Mayosi and Benatar 2014), despite women and people of colour now being reported as representing the majority in South African medical classrooms (Pentecost et al 2018).…”

Section: Introductionmentioning

confidence: 99%

Transformation of Higher Learning in South Africa: Perceptions and Understanding of Speech-Language Therapy and Audiology Undergraduate Students

Abrahams

Moroe

Khoza-Shangase

2023

EaC

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The professions of speech-language therapy and audiology in South Africa developed under apartheid and historically consisted of and catered to a predominantly white English- or Afrikaans-speaking minority population. Over 25 years into democracy, there continues to be a stark incongruence between the demographic profile of the South African population and the speech-language and hearing (SLH) professions in terms of “race”, linguistic, and cultural diversity, and this has implications for training as well as clinical service provision within the South African context. This article explores undergraduate students’ perceptions and experiences of transformation within South African SLH university training programmes through a cross-sectional descriptive survey research design. A self-developed questionnaire was used to collect data from students enrolled in SLH programmes at South African universities. Thematic analysis identified two themes: 1) progress towards attainment of transformation and, 2) visibility of transformation. These findings highlight the need for diversity through inclusivity, redressing past injustices and incorporating local knowledge into current training and practice. These findings have global relevance for transformation in higher education, not just in the field of SLH. Implications for translation of theory and/or knowledge into practice, with more visible and deliberate application of policy in curriculum reform and institutional culture, are raised.

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Challenge in South Africa

Cited by 2 publications

References 0 publications

Inequity and the Professionalisation of Speech-Language Pathology

Inequity and the Professionalisation of Speech-Language Pathology

Transformation of Higher Learning in South Africa: Perceptions and Understanding of Speech-Language Therapy and Audiology Undergraduate Students

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