Exploring the relevance of intersectionality in Australian dietetics: Issues of diversity and representation

Abstract

Through an exploration of the origins of dietetics in the West, and specifically in Australia, we problematise the lack of diversity within the profession through the lens of intersectionality. Dietetics in Australia continues to be dominated by Australian-born women, and ideologies about dietitians perpetuate narratives of white, young, slim, women. Intersectional approaches to critiquing diversity in dietetics provides a useful framework to extend critical studies of health disparities into disparities in the dietetics professional workforce, which is advanced through structural, political and representational intersectionality guided critique. Through the analysis, a dialog is prompted in order to chart paths forward to find 'how differences will find expression' within the professional group. To do this, dietetics as a profession must reckon with its historical roots and step forward, out of a perceived position of objective neutrality regarding people and diversity, and into a position that can recognise that professional institutions have the power to exclude and marginalise, along with the power to include and transform.

Using document analysis to revise competency frameworks: Perspectives from the revision of competency standards for dietitians

“…The lack of emphasis on Indigenous culture is perhaps reflective of the systemic racism within dietetics (15)(16)(17), and the previous lack of recognition of the pivotal role Indigenous people have in Australian history within the dietetics profession given the recognition many other professions have made in this area as demonstrated by this document analysis. It is wellestablished that in order to improve the health of Australia's Indigenous peoples non-Indigenous health professions must be culturally safe and responsive (18).…”

Expanding perspectives on professionalism in dietetics

“…with its historical roots and step forward' 5 and expand the limits on what has been considered 'acceptable difference'. This requires reinvention and reshaping our ways of thinking, doing and being.…”

“…The scientific approach has informed research, education and practice and has provided solid and rigorous foundations for the profession to prosper and expand, and has 'legitimised' our profession within modern healthcare. 5 However, it is important to consider that a scientific approach typically is aligned with positivist/post-positivist epistemologies (ways of knowing) and positioning (which includes viewing knowledge as objective, looking for a single truth, valuing objectivity, keeping distance etc.). 6,7 This influences 'what' is valued and taught in curricula, 'how' we are taught and learn, 'what' we come to value and privilege, and subsequently, 'how' we practice, socialise and acculturate others into the profession.…”

“…There is an emerging literature encouraging reflexivity and critical consideration of established ways of doing and being, towards a more diverse profession and considering the sociocultural aspects within the profession. 5,9,12,13 In this issue, the paper by Boak et al 14 outlines the need for cultural shifts and change, and for reinvention within the profession. Their paper presents an insightful exploration of the future of nutrition and dietetics in Australia and New Zealand, and relevant workforce implications.…”

“…9,19,20 Sociohistorical systems of educating dietitians in Australia have developed predominantly through the scientific paradigm, and have been influenced by colonialism and the profession's dominant middle-class, white, female history. 5,14 New education approaches are required in dietetics education; where space is created for critical pedagogies and discourse, and a 're-privileging' of the art of dietetics practice. We need to stop referring to the more complex aspects of practice as 'soft skills'rather invest in conversations and critical inquiry, unpacking and exploring these more complex and nuanced aspects of practice, and develop shared understandings and respect for difference.…”