Disrupting oppressive practices in work-integrated learning

Abstract

This article highlights the disparities between socially advantaged students and those who identify as equity-deserving while accessing work-integrated learning (WIL) opportunities. While governmental investments have aimed to broaden WIL access, persistent inequities have emphasized the need for a critical examination of oppressive systems within WIL. Using an anti-oppressive pedagogical lens, this article proposes actionable strategies to enrich WIL programs, with a particular emphasis on students facing systemic oppression. WIL educators, as key change agents, are uniquely positioned to engage in critical action that disrupts deep-rooted inequities. As further presented in the article, disrupting oppressive WIL practices may include 1) discovering one's positionality as a WIL educator; 2) exposing and addressing workplace discrimination; and 3) facilitating critical reflection in the classroom regarding students' WIL experiences. Recognizing the intersection between WIL and anti-oppressive practices offers a path toward greater access for all students, thereby fostering enhanced programs within higher education institutions. © 2024 International Journal of Work-Integrated Learning. All rights reserved.

Keywords

Author Keywords

Critical reflection equity access anti-oppression pedagogy positionality

Index Keywords

Author Affiliations

University of Toronto, Toronto, ON, Canada

Funding & Acknowledgements

No funding information

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Disrupting oppressive practices in work-integrated learning

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