Use of a Living Document to Facilitate Critical Engagement with Social Justice for Undergraduate Audiology and Speech-Languages Pathology Students

Although pedagogy focused on social justice, power, and privilege have been included in teacher preparatory programs for a number of years, such topics are much newer relatively unexplored within the context Communication Sciences Disorders (CSD) preprofessional programs. This reflection provides information use living document assignment to encourage undergraduate CSD students grapple with these difficult (e.g., privilege, oppression, allyship) early their professional careers resulting benefits students, future clients, field CSD.