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Mobilizing Knowledge in Physiotherapy: Critical Reflections on Foundations and Practices is a collection of 15 collaboratively written critical essays, by 39 authors from 15 disciplines and seven countries. The book challenges some of the most important contemporary assumptions about physiotherapy knowledge, and makes the case for much more critical theory, practice, and education in physiotherapy health and social care.
The book challenges the kinds of thinking that have traditionally bounded the profession and highlights the ways in which knowledge is now increasingly fluid, complex, and diffuse. The collection engages a range of critical social theories and interdisciplinary perspectives from within and without the profession. It includes sections focusing on evidence, practice, patient perspectives, embodiment, culture, diversity, digital worlds, and research methods. The book makes an important contribution to how we think about mobilizing knowledge, and it speaks to a diverse audience of academics, practitioners, educators, policy-makers, and students - both within physiotherapy and from a range of related health and social care disciplines.
This book will be a useful reference for scholars interested in conceptions of professional knowledge, and the theory of professional education and practice in physiotherapy and beyond.
List of contents
1.Introduction 2.Beyond empathy: How physiotherapists and photographers learn to look 3.Bodily ways of knowing: How students learn about and through bodies during physiotherapy education 4.Care in physiotherapy - a ghost story 5.Rethinking recovery 6.Physiotherapy for children and the construction of the disabled child 7.Learning from biology, philosophy and sourdough bread - Challenging the evidence-based practice paradigm for community physiotherapy 8.Mâmawi-atoskêwin "Working together in partnership" ~ Challenging eurocentric physical therapy practice guided by Indigenous Métis worldview and knowledge 9.Feeling good about yourself? An exploration of fitbit "New moms community" as an emergent space for online biosociality 10.Disability as expertise: Mobilizing a critique of school-based physical therapy for integrating disability studies into PT professionalization 11.A person-centred and collaborative model for understanding chronic pain. Perspectives from a pain patient, a practitioner, and a philosopher 12.Finding the right track: Embodied reflecting teams for generous physiotherapy 13.Why care about culture? Encountering diversity in a paediatric rehabilitation context: Reflections on epiphanies and transformative processes 14.Using Deleuze: language, dysphasia and physiotherapy 15.How are we doing? Placing human relationships at the centre of physiotherapy
About the author
David A. Nicholls is Professor in the School of Clinical Sciences at AUT University, New Zealand.
Karen Synne Groven is Professor in the Institute of Physiotherapy, Oslo Metropolitan University, Norway. She is also Professor at the Faculty of Health at VID Specialized University, Norway. .
Elizabeth Anne Kinsella is Professor in the School of Occupational Therapy and the Health Professions Education Graduate Program, Faculty of Health Sciences, University of Western Ontario, Canada
Rani Lill Anjum is Co-Director and Researcher at the Centre for Applied Philosophy of Science at the Norwegian University of Life Sciences, Norway.
Summary
Mobilizing Knowledge in Physiotherapy: Critical Reflections on Foundations and Practices is a collection of 15 collaboratively written critical essays, by 39 authors from 15 disciplines and seven countries. The book challenges some of the most important contemporary assumptions about physiotherapy knowledge, and makes the case for much more critical theory, practice, and education in physiotherapy health and social care.
The book challenges the kinds of thinking that have traditionally bounded the profession and highlights the ways in which knowledge is now increasingly fluid, complex, and diffuse. The collection engages a range of critical social theories and interdisciplinary perspectives from within and without the profession. It includes sections focusing on evidence, practice, patient perspectives, embodiment, culture, diversity, digital worlds, and research methods. The book makes an important contribution to how we think about mobilizing knowledge, and it speaks to a diverse audience of academics, practitioners, educators, policy-makers, and students - both within physiotherapy and from a range of related health and social care disciplines.
This book will be a useful reference for scholars interested in conceptions of professional knowledge, and the theory of professional education and practice in physiotherapy and beyond.
