The educational (im)possibility for dietetics: A poststructural discourse analysis

Learning Inquiry

Volumn 3, Issue 3, 2009, Pages 177-191

  Gingras, Jacqui ^a  

^a RYERSON UNIVERSITY   (Canada)

Author keywords

Dietetic curriculum; Discourse; Discourse analysis; Knowledge statements; Poststructuralism; Power; Professional accreditation

Indexed keywords

EID: 77952875836     PISSN: 15582973     EISSN: 15582981     Source Type: Journal    
DOI: 10.1007/s11519-009-0044-x     Document Type: Article

References (38)

1. Accreditation Committee. (1998). Accreditation manual for baccalaureate programs in dietetic education. Toronto, ON: Dietitians of Canada.
2. Ad Hoc Education and Accreditation Policy Committee. (1997). Report of the ad hoc education and accreditation policy committee. Toronto, ON: Dietitians of Canada.
3. Aoki, T. (1986). Teaching as in-dwelling between two curriculum worlds. The BC Teacher, April/May, 8-10.
4. Arendt, H. (1968). The crises in education. In Between past and future (pp. 173-196). New York: The Viking Press.
5. Atkins, J., & Gingras, J. R. (2009). Coming and going: Dietetic students' experiences of their education. Canadian Journal of Dietetic Practice and Research, 70(4), 181-186.
6. Barthes, R. (1974). S/Z (R. Miller, Trans.). New York: Hill & Wang.
7. Beaudry, M., Lilley, S., & Aucoin-Larade, L. (1991). A conceptual framework for dietetics. Journal of the Canadian Dietetic Association, 52(2), 77-79.
8. Berg, B. L. (1998). An introduction to content analysis. In Qualitative research methods for the social sciences (3rd ed., pp. 223-252). Needham Heights, MA: Allyn & Bacon.
9. Berry, W. (2000). Life is a miracle: An essay against modern superstition. Washington, DC: Counterpoint.
10. Cherryholmes, C. (1988). Power and criticism: Poststructural investigations in education. New York: Teachers College Press.
11. Donelan, B. (2004). Extremist groups of the Midwest: A content analysis of Internet websites. Great Plains Sociologist, 16(1), 1-27.
12. Education Committee. (1991). Framework for undergraduate program development in dietetics for the 21st century. Toronto, ON: Canadian Dietetic Association.
13. Ellsworth, E. (1997). Teaching positions: Difference, pedagogy, and the power of address. New York: Teachers College Press.
14. Gingras, J. (2009). Longing for recognition: The joys, complexities, and contradictions of practicing dietetics. York: Raw Nerve Books.
15. Good, B. J. (1994). Medicine, rationality, and experience. Cambridge: Cambridge University Press.
16. Gould, S. J. (1981). The mismeasure of man. New York: Norton.
17. Hafferty, F. W. (2000). In search of a lost cord: Professionalism and medical education's hidden curriculum. In J. Bickel (Ed.), Educating for professionalism: creating a culture of humanism in medical education (pp. 11-34). Iowa City: University of Iowa Press.
18. Harding, S. G. (1991). Whose science? Whose knowledge? Thinking from women's lives. Ithaca, NY: Cornell University Press.
19. Klein, F. (1986). Alternative curriculum conceptions and designs. Theory Into Practice, 25(1), 31-35.
20. Lang, M., & Upton, E. (Eds.). (1973). The dietetic profession in Canada. Toronto, ON: The Canadian Dietetic Association.
21. Levinson, N. (2001). The paradox of natality: Teaching in the midst of belatedness. In M. Gordon (Ed.), Hannah Arendt and education: Renewing our common world (pp. 11-36). Boulder, CO: Westview Press.
22. Lordly, D., & MacLellan, D. (2008). Acknowledging and adapting to dietetic students' changing needs. Canadian Journal of Dietetic Practice and Research, 69(3), 126-130.
23. Lupton, D. (1996). Food, the body, and the self. Thousand Oaks, CA: Sage.
24. MacLellan, D., & Lordly, D. (2008). The socialization of dietetic students: Influence of the preceptor role. Journal of Allied Health, 37(2), e81-e92.
25. Mager, R. (1962). Preparing instructional objectives. Palo Alto, CA: Fearon.
26. Manning, P. K., & Cullum-Swan, B. (1994). Narrative, content, and semiotic analysis. In Y. S. Lincoln (Ed.), Handbook of qualitative research (pp. 463-477). Thousand Oaks, CA: Sage.
27. McDonald, B. E., Evers, S., Simard-Mavrikakis, S., Mendelson, R., Schweitzer, J., Smyth, L., et al. (1993). Concept of dietetic practice and framework for undergraduate education for the 21st century. Journal of the Canadian Dietetic Association, 54(2), 75-80.
28. Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. M. (2002a). Understanding curriculum: an introduction. In Understanding curriculum: an introduction to the study of historical and contemporary curriculum discourses (Vol. 17, pp. 3-65). New York: Peter Lang Publishing, Inc.
29. Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. M. (2002b). Understanding curriculum: an introduction to the study of historical and contemporary curriculum discourses. New York: Peter Lang.
30. Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. M. (2002c). Understanding curriculum as historical text: creation and transformation 1828-1927. In Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses (Vol. 17, pp. 69-123). New York: Peter Lang Publishing, Inc.
31. Power, E. (2004). Toward understanding in postmodern interview analysis: Interpreting the contradictory remarks of a research participant. Qualitative Health Research, 14(6), 858-865.
32. Power, E. (2005). Individual and household food insecurity in Canada: Position of dietitians of Canada. Canadian Journal of Dietetic Practice and Research, 66(1), 43-46.
33. Richardson, L. (1997). Fields of play: constructing an academic life. New Brunswick, NJ: Rutgers University Press.
34. Schön, D. A. (1987). Educating the reflective practitioner: toward a design for teaching and learning in the professions. San Francisco, CA: Jossey-Bass Inc. Publishers.
35. Schubert, W. (1980). Curriculum books: The first eighty years. Landham, MD: University Press of America.
36. Tanner, D., & Tanner, L. (1990). History of the school curriculum. New York: Macmillan.
37. Travers, K. D. (1995). "Do you teach them how to budget?" Professional discourse in the construction of nutritional inequities. In J. Sobal (Ed.), Eating agendas: Food and nutrition as social problems (pp. 213-240). New York: Aldine de Gruyter.
38. Vaines, E. (1997). Professional practice and families: Searching for maps to guide ethical action. In R. G. Thomas (Ed.), Thinking for ethical action in families and communities, 17th yearbook of education and technology division, American Association of Family and Consumer Sciences (pp. 203-216). Peoria, IL: Glencoe/McGraw-Hill.