Original Research

The curriculum of practice: A conceptual framework for speech-language therapy and audiology practice with a Black African first language clientele

Mershen Pillay, Harsha Kathard, Micheal A. Samuel
South African Journal of Communication Disorders | Vol 44, No 1 | a232 | DOI: https://doi.org/10.4102/sajcd.v44i1.232 | © 2019 Mershen Pillay, Harsha Kathard, Micheal A. Samuel | This work is licensed under CC Attribution 4.0
Submitted: 12 October 2016 | Published: 31 December 1997

About the author(s)

Mershen Pillay, Department of Speech and Hearing Therapy, University of Durban-Westville, South Africa
Harsha Kathard, Department of Speech and Hearing Therapy, University of Durban-Westville, South Africa
Micheal A. Samuel, Department of Applied Curriculum Studies, University of Durban-Westville, South Africa

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This paper discusses the use of a conceptual framework (i.e., the curriculum of practice)to guide the transformation of professional practice toward equitable service provision, rooted in a research finding that South African Speech-Language Therapy & Audiology has a favourable service bias toward White English/ Afrikaans first language speakers (Pillay, 1997b). Three perspectives of practice are discussed, i.e.,the official, espoused and actual perspectives. Also, the various elements of practice are reviewed, and include clinical practice activities, resources and their utilization, professional education curricular and professional policies. It is asserted that re-constructing the profession's knowledge base in a presently (1996-) transforming South Africa, mostly requires the use of a critical (versus, for e.g., a scientific) paradigm.


speech-language therapy and audiology practice; knowledge construction; critical paradigm; Black African first language speaker; curriculum of practice


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