Although professional education programs, including physical therapist education, require unique roles and qualifications of faculty, academic rank and promotion typically follow traditional university structure. Expectations that all physical therapist academic faculty members, including the director of clinical education (DCE), have a defined, ongoing scholarly agenda can perpetuate a traditional university construction of academic roles unless scholarship is extended to divergent ways of knowing. A feminist understanding of scholarship values connectivity of knowledge through direct community involvement and intensive student engagement. This article, a feminist critique of the DCE role, informs the scholarly potential of the DCE within a context of a more broadly defined and reconstructed definition of scholarship. Current academic roles in physical therapist education programs are aligned with engendered definitions of traditional academic structures which can lead to academic devaluation of the DCE. A social constructionist analysis of the DCE position in light of higher education feminist literature provides an alternative perspective of scholarship. Academic structures ideally support realization of all faculty potential; however, a paternalistic metric determines faculty promotion with administration, management, and specialized research at the top of the hierarchy. A feminized metric would value those roles inherent to the DCE: student and community engagement, counseling, organization, and content integration. Acceptance and embrace of the feminized nature of the DCE position serves students and professional community more than have attempts to realign the DCE position to traditional masculine academic roles.
——————————————————— posiTion pApER ———————————————————- Engendered Roles in Physical Therapist Education: A Feminist Vision for Scholarship in Clinical Education Carla Sabus, PT, PhD this position based on feminist critique and Background and Purpose. Although
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