ABSTRACT

As occupation-focused discussions and applications of critical theoretical perspectives increase, attention must also be paid to how different spaces of knowledge dissemination, exchange, and production support critically informed learning and knowing about occupation. This paper presents the reflections of a group of international scholars and lecturers whose shared interest in critical theoretical perspectives prompted the incremental co-development of a series of conference engagements. We describe how our group came together, what kinds of learning experiences we developed to promote and support engagement with critical theoretical perspectives, and what understandings we gained through ongoing critical reflexivity about those learning experiences. Our discussion addresses two problematics related to conferences as learning spaces: inclusion, and sustained engagement with epistemic communities and ideas that may form through critically oriented conference sessions. We also discuss how enacting critical pedagogies and principles of ‘unconferencing’ may better promote critically informed ways of learning and knowing occupation than typical conference structures. The paper ends with a call for continued integration of varied critically informed teaching and learning opportunities at conferences, as a means of further encouraging diverse types of knowledge production, sharing, and learning about occupation.

摘要

随着以职业为中心的讨论和批判性理论观点的应用增加，还必须关注知识传播、交流和生产的不同空间如何支持批判性地学习和了解职业。本文介绍了一群国际学者和讲师的思考，他们对批判性理论观点的共同兴趣促使一系列会议活动的逐步共同发展。我们描述了我们的团队是如何走到一起的，我们开发了哪些类型的学习体验来促进和支持对批判性理论观点的参与，以及我们通过对这些学习体验的持续批判性反思获得了哪些理解。我们的讨论解决了与会议作为学习空间相关的两个问题：包容性，并持续参与可能通过批判性会议会议形成的认知社区和想法。我们还讨论了制定批判性教学法和“非会议”原则如何比典型的会议结构更好地促进批判性地学习和了解职业的方式。论文最后呼吁在会议上继续整合各种批判性的教学和学习机会，作为进一步鼓励各种类型的知识生产、共享和学习职业的手段。我们还讨论了制定批判性教学法和“非会议”原则如何比典型的会议结构更好地促进批判性地学习和了解职业的方式。论文最后呼吁在会议上继续整合各种批判性的教学和学习机会，作为进一步鼓励各种类型的知识生产、共享和学习职业的手段。我们还讨论了制定批判性教学法和“非会议”原则如何比典型的会议结构更好地促进批判性地学习和了解职业的方式。论文最后呼吁在会议上继续整合各种批判性的教学和学习机会，作为进一步鼓励各种类型的知识生产、共享和学习职业的手段。