Trying on Different Lenses Education and Healthcare Coursework

The purpose of this memorandum is to compare the two views of education and healthcare expressed in the ideas by Rebecca Rogers (2000) and Elizabeth Crepeau (2000) in their scholarly articles. The major point of both articles is that the role of the person with special needs, either a student or a patient, is often underestimated and even ignored. Both authors try to challenge this perception of education and healthcare processes.

Thus, based on the ideas expressed by Rogers (2000) and Crepeau (2000) both researchers can be placed on two initial points of the suggested 3.1 continuum as they both present the things factually and consider them critically not only criticizing the existing approach but offering solutions of their own. However, Rogers (2000) is more critical in her suggesting the “critical discourse analysis” (p. 213) of the wrong points about the topic of the article. Crepeau (2000) offers more neutral perspective trying to focus on the role of techniques used by the healthcare workers discussed without assessing them in the first lines of the article as Rogers (2000) does. Moreover, Rogers (2000) is more radical and openly feminist in her ideas (p. 218) about education and the role of students with special needs, especially females, in it.

Basically, there is no way to formulate the feminist views more clearly and there is no need to do it. Neither is there the need to filter ideas expressed by Rogers (2000) and Crepeau (2000) through ecological or system-oriented perspective and purity and clarity of views is the highest value of both articles considered.

References

1. Crepau, E. B. (2000). Reconstructing Gloria: A narrative analysis of team meetings. Qualitative Health Research, 10(6), 766-787.
2. Rogers, R. (2000). Through the eyes of the institution: A critical discourse analysis of decision making in two special education meetings. Anthropology and Education Quarterly, 33(2), 213-237.
3. Schram, T. H. (2006). Conceptualizing and proposing qualitative research. Upper Saddle River, N.J.: Pearson Merrill Prentice Hall.
4. Shank, G. D. (2006). Qualitative research: A personal skills approach. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.