- Title
- The effects of hegemony on naturopathic education in Australia and New Zealand: a critical realist perspective
- Creator
- Hinchey, Mark
- Relation
- University of Newcastle Research Higher Degree Thesis
- Resource Type
- thesis
- Date
- 2024
- Description
- Research Doctorate - Doctor of Philosophy (PhD)
- Description
- Within the last decade, naturopathic education in Australia and New Zealand has been subject to rapid transformation and change. The scale of this transformation has led to professional reforms in education accreditation standards and practitioner competencies. These reforms aim to create unified standards to resolve discrepancies in naturopathic education standards and professional entry criteria for practitioners. At distinct levels within the profession, these reforms have been met with some resistance. This opposition has prompted debate regarding the practice, and approach taken, by organisations that have accepted responsibility for naturopathic professional governance. This thesis examines a resistance towards educational reform from a hegemonic perspective. It explores the structural, cultural and agential contexts that enable, constrain and condition a type of hegemony across distinct levels within the naturopathic profession. Explanatory methods applicable to a critical realist philosophy are used to explore these contexts, with an aim to resolve the mechanisms that generate these reforms. These methods build a framework through which explanations for each mechanism can be pinpointed independently, while still understood as a connected totality. In resolving these mechanisms at individual levels of scale, this thesis will challenge the hegemonic assumption that describes these reforms as structurally coercive and socially oppressive towards different agents. The argument of this thesis will aim to correct the former by redescribing particular events in naturopathic education reform, using a critical realist description of hegemony. This perspective enables an investigation into naturopathic education reform that distinguishes hegemony as bivalent, including the possibility for hegemony to be transformative and emancipatory for the wider profession. At an institutional level, educators understanding hegemony from this perspective may enable the possibility for change. In this thesis, the concepts of knowledge exclusion and ontological monovalence will be contextualised within naturopathic curricular. These concepts can be used by educators to help inform hegemonic perspectives on naturopathic education reform in Australia and New Zealand. The theoretical implications of this approach have the potential to assist educators in the redesign of a naturopathic curriculum that embraces this body of knowledge.
- Subject
- hegemony; critical realism; ontological monovalence; knowledge exclusion; naturopathic education; RRREIC; laminated systems
- Identifier
- http://hdl.handle.net/1959.13/1510950
- Identifier
- uon:56461
- Rights
- Copyright 2024 Mark Hinchey
- Language
- eng
- Full Text
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | ATTACHMENT01 | Thesis | 2 MB | Adobe Acrobat PDF | View Details Download | ||
| View Details Download | ATTACHMENT02 | Abstract | 387 KB | Adobe Acrobat PDF | View Details Download |