Pillay M, Kathard H, Samuel M A
Department of Speech & Hearing Therapy, University of Durban-Westville.
S Afr J Commun Disord. 1997;44:109-17.
This paper discusses the use of a conceptual framework (i.e., the curriculum of practice) to guide the transformation of professional practice toward equitable service provision, rooted in a research finding that South African Speech-Language Therapy & Audiology has a favourable service bias toward White English/Afrikaans first language speakers (Pillay, 1997b). Three perspectives of practice are discussed, i.e., the official, espoused and actual perspectives. Also, the various elements of practice are reviewed, and include clinical practice activities, resources and their utilization, professional education curricular and professional policies. It is asserted that re-constructing the profession's knowledge base in a presently (1996-) transforming South Africa, mostly requires the use of a critical (versus, for e.g., a scientific) paradigm.
本文讨论了使用一个概念框架（即实践课程）来指导专业实践向公平服务提供的转变，这一转变基于一项研究发现，即南非言语治疗与听力学对以英语/南非荷兰语为第一语言的白人存在有利的服务偏向（皮莱，1997b）。文中讨论了实践的三个视角，即官方视角、公开宣称的视角和实际视角。此外，还审视了实践的各个要素，包括临床实践活动、资源及其利用、专业教育课程和专业政策。文章认为，在当前（1996年起）正在转型的南非，重建该专业的知识基础大多需要运用批判性（而非例如科学性）范式。
