Abstract
Lack of diversity and barriers persist for marginalized students both when entering the dietetic profession and during their education. Through generative dialogue, as four dietitians in Canada, we discussed and reflected on our experiences in dietetic education and training. Our dialogue generated three themes: barriers, belonging, and resilience. We concluded by providing key recommendations for dietetic educators to support the learning of students from marginalized communities and call for difficult conversations about social justice in dietetic education.
Published Version
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