ABSTRACT

This article describes an innovative transnational education project involving three European universities, funded through ERASMUS+. One of its aims was to develop and provide a curriculum to facilitate students’ understanding and identification of occupational (in)justice by exposing them to marginalised people living in three European communities with differing cultural, social, and political systems. Occupational injustice is an ongoing deprivation or patterns of disruption that creates health burdens, barriers to educational and social opportunities, and risk to the individual’s lifespan. We describe how a transnational educational collaboration offered a new way of facilitating learning of occupational (in)justice in a practical way to stimulate the application of concepts to discipline specific thinking and engage students in debate about new areas of potential practice which are transformational. The educational theory underpinning the project is discussed, together with a description of how authentic learning experiences supported the development of occupational justice knowledge and justice-focused practice.

摘要

本文介绍了一个由 ERASMUS+ 资助的涉及三所欧洲大学的创新跨国教育项目。其目标之一是开发和提供课程，通过让学生接触生活在具有不同文化、社会和政治制度的三个欧洲社区的边缘化人群，促进学生对职业（不）公正的理解和识别。职业不公正是一种持续的剥夺或破坏模式，会造成健康负担、教育和社会机会的障碍以及个人寿命的风险。我们描述了跨国教育合作如何以一种实用的方式提供一种新的方式来促进职业（不）公正的学习，以刺激概念的应用来规范特定思维，并让学生参与关于具有变革性的潜在实践新领域的辩论。讨论了支持该项目的教育理论，并描述了真实的学习经验如何支持职业正义知识和以正义为中心的实践的发展。