This invited commentary further explores the viewpoints offered by Lavalley and Johnson (2020), and deepens the analysis of collective and anti-racist occupations. The intent is to illuminate several contextual examples with a broader occupational science lens to further understand the interrelationships of racism, anti-racism, and occupation. This is done utilizing other key occupational science literature, as well as supportive social science work. Through the review of this profound work, we offer article highlights, followed by a discussion of supporting literature. We conclude by offering descriptions of anti-racist occupations, inclusive of occupational reconstructive practices, that offer a path forward.
Background: The global pandemic has created a need for several higher education institutions to transition to emergency remote learning. Students and faculty have experienced a significant disruption to their daily academic routines. It is critical to understand the perceptions of students in relationship to their learning experiences and ability to effectively manage the new and changing learning environment and expectations. This study sought to understand the students’ response to the transition to remote learning, as a necessary strategy for managing learning during the pandemic. Methods: A 15-item electronic survey was provided to approximately 1600 students at a private faith-based university in Central Florida, United States. Results: The response rate of 38% indicated primary positive responses to the transition, with significant differences of comfort level of remote learning and perceptions of faculty readiness, when analyzed between undergraduate and graduate students.
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