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Linking Antiracist Action From the Classroom to Practice
Khalilah R Johnson1, Anne Kirby2, Selena Washington3
1Khalilah R. Johnson, PhD, OTR/L, is Assistant Professor, Division of Occupational Science and Occupational Therapy, University of North Carolina at Chapel Hill; khalilah_johnson@med.unc.edu.
Summary
Occupational therapy educators must actively teach antiracism to combat health inequities. Implementing classroom and fieldwork strategies prepares graduates to promote health equity and address racism
Area of Science:
- Occupational therapy
- Public health
- Social justice
Background:
- Sociopolitical movements highlight health inequities and race-based violence in the US.
- Calls for antiracist practices are emerging within the occupational therapy profession.
- Vision 2025 emphasizes the need for intentional dialogue on racism and antiracism.
Purpose of the Study:
- To advocate for occupational therapy educators to implement antiracist practices.
- To provide actionable strategies for teaching about racism and antiracism.
- To bridge the gap between academic instruction and practical application in fieldwork.
Main Methods:
- The column argues for immediate action from educators.
- It offers specific recommendations and strategies for classroom discussions.
- Practical approaches for fieldwork settings are suggested.
Main Results:
- The need for occupational therapy educators to actively engage in antiracism education is established.
- Examples of classroom activities and fieldwork strategies are provided.
- The importance of translating academic learning into practical skills is emphasized.
Conclusions:
- Occupational therapy academic programs must integrate antiracism education.
- Educators are urged to implement concrete strategies to address racism's consequences.
- Further development of policies and practices is crucial for workforce preparedness in promoting health equity.
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