E Langiano, M Ferrara, L Lanni, E De Vito
[The childhood home accidents: risk perception and behavior]
La Clinica terapeutica
explore theoretical methodological aspects decolonising speech language therapy slt higher education united kingdom begin providing background rhodes must fall decolonisation movement engagement south african slts decoloniality agenda discuss evolution decoloniality slt highlighting focus reimagining relationships participants students patients broader world primary objective discussion fill gap professional literature regarding decoloniality slt education limited research professional journals social media platforms witnessed discussions decolonisation slt discussion aims critically examine issues institutional racism lack belonging inequitable services limited diversity currently affect slt profession united kingdom globally methods employed research involve engagement slt academics critical conversations decolonisation conversations draw reflexivity reflexive interpretation allowing deeper understanding relationship truth reality participants slt practice education nature critical conversations characterised chaotic unscripted fluid nature encourages open discussion sensitive topics related race gender class sexuality present reflections academics participated critical conversations explore discomfort experienced academic engaging decolonisation acknowledging white privilege need address fear imposter syndrome second reflection focuses experiences white academics grappling complicity system perpetuates racism inequality highlights need selfreflection acknowledging white privilege working collaboratively colleagues students toward constructing decolonised curriculum finally emphasise action crucial undermine potential dialogue change attitudes pave way practical implementation paper concludes emphasising importance combining dialogue action need nuanced understanding complexities involved decolonising slt education overall paper provides comprehensive overview background objectives methods key reflections related decolonisation slt higher education united kingdom highlights challenges discomfort responsibilities faced academics addressing decoloniality emphasizes importance ongoing critical conversations collective action effecting meaningful change already known subject prior paper known decolonial turn speech language therapy slt recent focus building history professional transformation south africa however limited literature decoloniality professional journals discussions happening social media platforms paper aims contribute literature provide critical conversation decolonising slt education via united kingdom paper adds existing knowledge paper adds critical conversation decolonising slt higher education explores theoretical methodological aspects decoloniality profession addressing issues institutional racism lack sense belonging inequitable services limited diversity paper highlights discomfort experienced academics engaging decolonisation emphasizes importance reflection collaboration open dialogue meaningful change notably foreground deimperialisation vs decolonisation necessary academics oriented inwith global north processes enable deimperialisation work focuses undoing privilege exercised academics inwith global north localising research education agenda checking rite passage lives majority world potential actual clinical implications work paper highlights need slt practitioners educators critically examine practices curricula ensure inclusive decolonised responsive diverse needs communities discussions emphasise importance addressing institutional racism promoting sense belonging research participants slt students patients paper offers insights recommendations inform development equitable culturally responsive slt services education programmes