Applicability of Occupation-Based Social Transformative Framework in 2Occupational Therapy in the 21st Century Abstract Background: Occupational therapy has a renewed interest in the occupation-based social transformation practices that build on the occupational therapy’s social vision. It has been highlighted that the occupation-based social transformation could contribute to social change, as it relates to occupation, power and justice. Purpose: This explores the applicability of occupation-based social transformative framework and occupational reconstructions in relation to the dimensions of meaning of occupational engagement using the examples of collective actions of mineworkers in Marikana and #FeesMustFall students’ movement in a South African context. Key Issues: Transformative and critical perspectives used to have insight into protest as a collective occupation. Critical reflections of miner works’ and students’ movements were used to enhance an understanding of occupational lens of the protests. Conclusion: The applicability of the occupation-based social transformative and occupational reconstruction can help occupational therapy clinicians, educators and students to collaborate with communities through critical reflexive to achieve social vision and healing. Introduction Recent developments in the field of occupational therapy have led to a renewed interest in the occupation-based social transformation practices that build on the occupational therapy’s social vision. It has been highlighted that the occupation-based social transformation could contribute to social change, as it relates to occupation, power and justice1,2. In addition, the occupation-based social transformative practices resonates with the critical theoretical perspectives whereby occupation appeared as an enabler of promoting social justice and change in communities3. Similarly, occupation-based transformative practices seemed to be linked with the social vision, social accountability and social perspectives of occupation, which promote 14equity in the delivery of services to communities from the poor and marginalised background4,5,6. It is believed that the social vision in occupational therapy could enable occupational therapists, educators and students to transform practice and enhance occupational therapy’s potential6. Occupational therapy and occupational science both embrace and acknowledge the importance of occupation-based transformative practices because of 11the humanitarian values which include social justice, altruism, and benevolence, humanism, integrity, justice, respect and responsibility1,2,7,8. It is important to note that occupational science aims to move the discipline towards a critical, reflexive and social responsive discipline by incorporating actions that enable engagement in occupations1. In addition, these actions are considered as significant elements of social justice, humanitarianism and human rights. Occupation-based Community Development (ObCD) accentuates that communities should have their human needs and rights met and they need to be part of defining their needs9. It is believed that communities’ actions might strengthen participation in meaningful activities that promote their health through engaging in human occupations4,9. In addition, collaborative-partnerships between occupational therapists with those from differing cultural and social backgrounds may promote interconnectedness and interdependence4,7,9. Therefore, occupational therapy profession may need to adopt occupation-based social transformative as well as Occupation-based Community Development approaches1,2,4. Moreover, these approaches could be applicable only if education is used as a vehicle to deal with the disorienting dilemmas affecting communities and population. Education has been identified as one of the strategies that can be used to address complex issues affecting communities and populations10,11. The complex issues linked to socio-economic and health inequities seemed to influence communities and population’s quality of life, health and well- being10. It should be noted that education that incorporates occupational science and public health might provide insight into complex issues through engagement in occupations that enhance social transformation and change10,11. Accordingly, transformative and critical perspectives are needed in occupational therapy and science in order to expand social transformation. Social transformation is an essential element of occupational therapy and science, which can be achieved through application of occupational reconstructions together with occupation-as means. Frank and Muriithi12 define occupational reconstruction as actions that 21people do to remake ordinary life in response to a problematic situation. Furthermore, Frank and Muriithi12 explain that occupational reconstruction is made up of seven principles which include 21) problematic situations; 2) meaningful and purposeful action; 3) embodied practices; narrative structure; 5) creative transformations; 6) voluntary engagement; and 7) hopeful experimentalism. The occupational reconstruction theory may be used to bring action-oriented framework, which is related to occupational science and occupational therapy in order to achieve social justice, collective action, political approaches and critical theories12. Frank and Muriithi12 asked several questions: “How can social transformations be theorised occupationally?”, “What kind of 2demonstration projects might be built to elaborate the theory of occupational reconstruction?” and2“How and why have certain collective actions succeeded?” Although some research has provided examples of using the occupational reconstruction, there has been no commentary paper, which explores the applicability of occupation-based social transformative framework in relation to occupational reconstructions and dimensions of meaning of occupational engagement using the examples of collective actions of mineworkers in Marikana and #FeesMustFall students’ movement in a South African context. Hence, the commentary paper can be seen as an attempt to reflect on the collective actions by Marikana mineworkers and #FeesMustFall students’ movement as illustrations of occupation-based social transformation and occupation reconstruction and dimensions of meaning of occupational engagement in a South African context. Transformative and critical perspectives The Lancet Commission discussed that educational reforms should consider the importance of competency-driven and adaptive to local challenges in relation to global perspective using the transformative and critical lenses5. Furthermore, the Lancet Commission highlighted that one of the key components of health professions education system in the 21st century is transformative learning5. Critical reflection is a transformative and critical approach that guided this commentary paper13. Transformation through critical reflection According to Mezirow13:26, transformative learning as “a process whereby people transform problematic frames of reference based on their mindsets, habits of mind and meaning perspective”. A considerable amount of literature has been published on the importance of transformative learning as an outcome of health professions education system5,14. These studies have reported that transformative learning aims to help in the change of reference points employed by adults learners5,14. It has been further indicated that adopting transformative learning seemed to enhance the development of leadership attributes among graduates5. Recent evidence suggests that transformative learning appear as an enabler for social change agents rather than just services providers5. Zodpey and Sharma15 suggest that transformative education should be perceived as a facilitator in creating motivated and competent health professionals who would apply knowledge and skills to address the needs of the communities echo this. Thus, transformative learning has been considered as an educational pedagogy that may enhance social accountability. A question has been raised about the socially accountable educators in producing 14graduates who are adept to read the communities they serve and respond in an effective manner to meet their needs5,14. The debate about social accountability and transformative learning has gained fresh prominence with many arguing that graduates need to learning to provide serviced geared to promote equity so that communities from poor and marginalised areas may receive quality services. Previous studies of transformative learning and social accountability have not dealt with issues related to issues beyond hospital and institutions of higher learning15. In response to this concern, it is recommended that the focus of transformative education should be directed to community settings in order to enhance social accountability and quality of life of individuals, families and population5,14,15. Similarly, the graduates might be able to stay abreast with changes related to scientific, social and economic that seem to influence transformation in the healthcare settings and communities. This indicates a need to understand the relevance of transformative learning and social accountability in health professions education. Accordingly, Zodpey and Sharma15 indicated that the health professionals’ education might need to design and develop strategies that can be used to revitalize the instructional designs in education. The instructional designs in learning may occur in the domains of either instrumental or communicative learning13. Mezirow13 16refers to instrumental learning as a controlling and manipulating environment, with emphasis on improving prediction and performance. It has been indicated that instrumental learning is related to 25task oriented problem solving and determination of cause and effect relationships15. In contrast, 5communicative learning refers to understanding what someone means when they communicate with another individual. It has been indicated that the 5process of understanding includes assessing claims to rightness, sincerity, authenticity and appropriateness, rather than assessing a truth claim. As a result, the process of critical- dialetical discourse centrally involves assessing the beliefs of others to arrive at a tentative best judgment13:59. Southern16 identifies two conditions that represent the domains explained by Mezirow19 that facilitate and promote transformative learning; these conditions include 8creating communities of care that support the discovery of self through meaningful relationships, mutual understanding, collaboration and occupations. Southern16 explains that the nature of transformation requires teachers and students to work together in order to promote learning in the classroom and in the community. In addition, the collaboration between teachers and students strengthens communicative learning. In describing communicative learning, Southern16 highlights that a sense of belonging is significant to promote sharing with others through communication by sharing their feelings, needs and desires. It has been indicated that communication assists people to experience transformation when dealing with pressing issues, which affect societies and communities. Mezirow13 refers to the pressing issues as disorienting dilemmas. These pressing issues are natural disasters, 27death of significant other, divorce, debilitating accident, war, job loss and retirement18. In addition, the pressing issues are often stressful and painful, which may result in people questioning their existence as part of critical reflection19. There are ten phases of transformative learning, which facilitate critical reflection and dialogue among people20. These 13steps are: • A disorienting dilemma • Self-examination with feelings of guilt or shame • A critical assessment of epistemic, sociocultural or psychical 4assumptions • Recognition that one’s discontent and the process of transformation are shared • Exploration of options for new roles, relationships and actions • Planning a course of action • Acquisition of knowledge and skills for implementing one’s plans • Provisionally trying out new roles • Building of competence and self-confidence in new roles and relationships • A reintegration into one’s life on the basis of conditions dictated by one’s perspective Roberts21 argues that the above phases outline the process of personal transformation; however, people may not experience the phases in a sequential form. According to Roberts21, both individuals and populations face challenges in life, for example, loss of a job, or death of a loved one, which may have adverse effects resulting in a disorienting dilemma. In describing the adverse effects of a disorienting dilemma, Roberts22 reports that stress, anxiety and depression are the result of a disorienting dilemma. In addition, Roberts22 raises concerns about disorienting dilemmas affecting the health of the population and causing sickness and diseases such as heart conditions, cancer, lung ailments, and accidents. Protest as a collective occupation In defining protest, della Porta and Diani23 consider protest 10as a form of individual and collective action planned against the cultural, political, and social processes, which attempt to ameliorate decisions that are perceived as unfair by engaging activities such as petitions, demonstrations, boycotts, sit-ins, blocking traffic and strikes. It has been noted that the protest activities tend to be different from the 10conventional participation, such as voting or contacting a government official24. However, Quaranta24 argues that protests form part of unconventional participation which might be related to illegal and violent events. This is viewed in occupational lens as a collective occupation, which is included in occupational therapy framework practice25. According to Ramugondo and Kronenberg26, collective occupations as occupations that individuals, groups, communities and societies engaged in on daily; with a purpose to enhance social cohesion or dysfunction, 26advancement of or aversion to a common good. In addition, collective occupations could be used as enablers to challenge oppressive powers to liberation. There are key factors that may be used to explain protest; these factors include grievances and deprivation as well as resources24. In relation to grievances and deprivation, previous studies have reported protest mobilisation among students emerged because discontent about the increase in tuition fee and injustices27,28,29,30. In contrast, Quaranta24 explains that resources might be available for individuals, groups and organisation; however, unfairly distributed resources could result in protest. This may also mean that an increase in demands of the resources and material could lead to emergence of protest31. It is important to note that fluctuations of economy influence individuals to engage in protests and violence. As argued that resources related to decline in economy and increase in tuition fees in institutions of higher learning tend to lead to social movements and protests24,27,31. This supports the rationale for choosing to write the critical reflections, as I became interested in the complex issues after reading about Marikana Massacre and exposure to #FeesMustFall movement. Critical reflections of Marikana and #FeesMustFall Protests Occupational therapy is a profession that engage in critical reflections to what people do, and how and why they do32:419. Occupational therapy educators, students and clinicians are invited to engage in reflection and action during and after real situations in order to create appropriate change with the people who experience injustices6,33. This invitation needs occupational therapy professionals to embark on a critical reflexive journey using the occupational lens. Frank and Muriithi12 asked a question “What kind of 2demonstration projects might be built to elaborate the theory of occupational reconstruction?” It is important to note that in trying to respond to the question asked may form part of critical reflexivity. Townsend6 asserts that 7reflection on injustices or powerlessness in real world tend to carry individual risks of raising fears and anxiety, resentment about unfairness, and longing unlikely dreams. In addition, Townsend6 accentuates that people’s actions seemed to carry 7risks of physical or mental harm. However, the significant part about risk-taking is the 7potential for personal liberation from fear and social liberation form inequality6. Drawing from the commentary by Sakellariou and Pollard32, it is highlighted that occupational therapy clinicians, educators and students appear to practice in a diverse societies that are challenged at individual and community levels by the influences of the current global economic recession. This appears to have effects on social and economic disparities in developed countries due neoliberal political rationalities have reshaped social domain3,, which may results in complex issues such as the Marikana massacre and #FeesMustFall students’ movement. Roxburgh36 same like Boëttger and Rathbone37 share that the #FeesMustFall movement and Marikana protesters were concerned about that the ‘economy of the country that is deeply affecting them. These complex issues are perceived as part of actions of the social transformation that requires active collaborations and networks so that the change could take place through working together as much with clients as with professional colleagues32. Therefore, the complex issues that were experienced by the Marikana mineworkers and #FeesMustFall movement protesters in South African context are used as illustrations of the occupation-based socially transformative work and occupational reconstruction in relation to dimensions of meaning occupational engagement in protests. The Marikana Massacre as Occupation-based Social Transformation The Marikana Massacre occurred between the 11th to 16th August 2012, provides rich examples of occupation-based social transformation activism that relate to occupation reconstruction. It has been reported that the South African police killed 34 mineworkers who were part of the strike in the Lonmin platinum mines near the small town of Marikana in the North-West Province in South Africa36,37. Furthermore, Boëttger and Rathbone37 indicate that more than 70 mineworkers were injured during the Marikana massacre and nearly 250 people were apprehended. In describing the events, Boëttger and Rathbone37 report that a wage disputes between workers unions, Lonmin management, and the unions themselves 23(National Union of Mineworks [NUM]; Association of Mineworkers and Construction Union [AMCU]. Similarly, the Marikana disaster appeared as one of the collective occupations of activism to protest against economic inequality and injustice37. It is further reported that one of the most important demands of the mineworkers was the increase of their wages to R12 50037. However, the Lonmin management seemed to be reluctant to take into consideration the mineworkers demand which resulted in them engaging in protest and strike action as way of expressing their concerns. It is important to note that the events that occurred in Marikana could have negative implications to the stability of South Africa and its democracy37. In analysing the Marikana massacre as an occupation-based social transformation, using the occupational reconstruction might provide explanation of how occupational therapy and science relate to each other. Frank and Muriithi’s12 starting point of occupational reconstructions tends to respond to problematic situations. This resonates with Mezirow’s explanation of disorientating dilemmas that seemed to affect humans13. In relation to the Marikana massacre, the mineworkers engaged in the protest and strike actions as collective efforts to address their problem regarding the wages dispute as a problematic situation (Principle 1). It is clear that the mineworkers were fighting for their right to a better life, however, the events that led to the massacre appeared to be more complex37,38. One of the protest hymns sung in the Marikana events indicated that the mood seemed to be volatile36,37. According Sinwell and colleagues38 the mineworkers sung ‘makuliwe’, which means let there be a fight. This song affirms that the protest’s meaning and purpose (Principle 2). In addition, the song ‘makuliwe’ had massive force as the mineworkers were united in their action. Frank and Muriithi12 accentuate that individual and collective experiences tend to be connected and strengthened because the protesters they sing a song that brings them together. It is reported that occupational reconstructions involve embodied practices (Principle 3). According to Frank and Muriithi12, mind-body engagement play a significant role in feelings, thoughts, and words. Furthermore, singing protest songs seemed to have an 2effect when marchers are face by hostile police during their demonstrations. Regarding the Marikana protest, it should be noted that the ‘makuliwe’ song communicated directly to the mineworkers’ movement even if they were face by armed police. Sinwell and collegues38 shared that the workers moved in a tight-knit battalions as a way to protect themselves and their leaders. The #FeesMustFall Movement as an occupational-based Social Transformation The #FeesMustFall movement, 2015-2016, provide an insight into the social and economic struggle faced by the students from different universities. In addition, it would therefore appear 1that #FeesMustFall is perceived as a social and political space to be used in order to unpack complex issues related to structural transformation, race, dispossession and repossession influencing students in South Africa37. The #FeesMustFall movement emerge as a student-led protest to express their concern about the fee increases in universities27,28,41. The 1increase in fees at universities and the persistence of colonial education seemed to perpetuate the violation against blackness among students37. According to Naicker41, students still sing the same song Asinamili (We do not have money) in the South African and African higher education institutions because of their upbringing linked to racialized poverty and inequality. It can be further argued that the students’ protest focused on the inherited legacies of colonisation, which led to violence and disruptions of classes, as they demanded to be treated with respect and dignity28;42. In addition, some of the demands from the students’ movement were related to 1decolonisation of the educational system, transformational of universities to address racial and gender inequalities in terms of staff composition, as well as insourcing of general workers27,28. It is clear that the students’ protest raised awareness that there is a need for transformation in the higher institution of higher learning27,38. However, it is highlighted that #FeesMustFall movement is one of the indication of a dissatisfied citizenry in South Africa that eventually gained momentum at end the population formed a collective action to raise their frustrations27,43. This could be connected to the 3other demands like outsourcing of support staff in South African universities27. The #FeesMustFall movement was established to express collective discontent that threatens the status que and propel students to engage in protests that ended up with a rife of violence in most of the institutions of higher learning28,43. Maringira and Gukurume37 indicate that the violence that emerged during the #FeesMustFall movement is inseparable from what the students are dealing with in their lives, home and institutions of higher education. Some of the violence that the protesters shared includes 3sleep hungry every day, use of overcrowded trains to campus, townships, robbery, sexual harassment and gender- based violence27,37. Commenting on violence, Motimele and Ramugondo44:388 argue that there is “a need to reframe violence as a collective occupation that dehumanizes”. Occupational lens of the protests The possibility exists that an occupational lens of the protests could contribute to the body knowledge of occupational therapy and science. It could be argued that future occupational therapy practice must match current rhetoric in order to target social, legal, economic and political environment45. This also indicates that occupational therapy has a significant role in society compared to traditional setting within health system45. In reflecting on the occupational perspective of the protests, Hammell45 share that dimensions of meaning of occupational engagement that are used include doing, being, becoming and belonging45,46. Pollard47 accentuates that these dimensions are part of the stories 6between occupation and trajectories of health and well-being across the lifespan. Furthermore, these dimensions they seemed to be connected with meaning, purpose and destiny as well as legacy from generation to the next. Similarly, Pollard47 asserts that these dimensions are linked with historical progress and might be 6shaped by wide events in the world over time whereby individuals and communities can participate. As a result, in this paper the events represent the disorienting dilemmas experienced by mineworkers and students with regard to the demands of salary increase and expensive tuition fees. Doing It has been highlighted that doing as a dimension of meaning in human occupation signifies a process of engagement in 9occupations that are personally meaningful, however, not necessarily purposeful to the person engaging in46. Furthermore, Hitch and colleagues46 argue that doing tend to take place when people are actively engaged using mental and physical capabilities. Therefore, doing seemed to be connected with three phases of Mezirow’s critical transformation. It appears that the mineworkers and students explored options related to new roles of being protestors in order to express their demands (phase 5). In relation to Marikana and #FeesMustFall protests, it is clear that the protestors realised that their right to experience occupation as a meaningful and enriching seemed to diminish, which indicate that they were experiencing occupational deprivation. The occupational therapy and science 17promote social justice through practical approaches which enable people to develop their occupational potential. Therefore, social justice is perceived as an enabler of distributive form regarding equitable sharing of power and resources so that occupational engagement could occur. The Constitution of the Republic of South Africa 15stipulates that ‘everyone has the right, peacefully, and unarmed, to assemble, to demonstrate, to picket and present petition’48:9. In addition, it orders that ‘everyone has the right 20to participate in the activities and programmes of a trade union and to strike’. In exercising their human rights related to labour relations, therefore, the mineworkers engage in work as part of committed occupations that are performed with the intention to gain financial reward25. Nevertheless, the mineworkers often found their work as unsatisfactory conditions for employment. It is possible that the Marikana protestors engage in protest because their demands about salary increase were not addressed due to the 22‘industrial policies that required them to work in demeaning jobs that pay them low wages34,35,49. The majority of the protestors were staying away from their homes and loved ones who depend on them for financial support. This may be explained by the fact that not all occupations are meaningful resulting to positive outcome, however, Ikiugu and colleagues50:48 share that people who engaged in social transformation 18“they can be dreary, or they may even lead to experiences of pain and suffering, beatings, incarceration and risk of death’. The 3Constitution of the Republic of South Africa instructs that students as citizens have the “right to 3further education, which the state through reasonable measures must make progressively available and accessible” 48:12. However, the #FeesMustFall protests appear as one of the collective action through which the students’ population in South Africa used to voice their concern about the increase of tuition fees and outsourcing of support staff and as well as decolonisation of the curriculum in higher education50. This resonates with Watson and Swartz’s8 assertion about transformation through occupation to meet the human needs by taking appropriate actions. The #FeesMustFall protests seemed to represent the co- occupations which are highly interactive types of occupation whereby by individuals need each other for support in order to ensure that their actions are considered as important 51,52. Protests appeared as one of the co-occupations that mineworkers and students used to enhance their well-being and effect change in the structural systems52. This supports that the mineworkers and students engaged in the protest with 19a mutually responsive, interconnected manner that requires aspects of shared physicality, shared emotionality, and shared intentionality53. It may be explain that the protestors build relationships which connected them that they could plan a course of actions to address the financial issues related to salaries and tuition fee increased. In addition, it could be argued that the plans of actions were taken in order to facilitate transformation in the mines and institutions of higher learning. Drawing from both Marikana and #FeesMustFall, it is possible that engaging in protest seemed to be risk-taking because the protestors knew that “it is perceived as a 1threat to the state which makes the state to deploy armed police onto the campus” 37:43. This is further evident from the #FeesMustFall protestors as they associated their experiences with the mineworkers in Marikana 1“look at what happened at Marikana and look at what is happening on campus – they deploy armed police to suppress black grievances” 40:43. Previous studies indicated that protestors tend to sustained injuries and some died while engaging in strikes28,30,40,50. Recent studies have reported that in most of the institutions violence appeared as one of unhealthy activities of the protestors such burning of building and destruction of properties28,40. However, it is reported that 1“police too easily resorted to shooting protesters with rubber bullets and stun grenades without any attempt at negotiating or engaging with them” 28:8. Several studies have also revealed that the police killed 34 mineworkers and their bodies fell to the ground while the world watching televisions due to the police gunfire which led the event to be considered as the Marikana massacre38. It would be relevant to claim that the protests that the mineworkers and students engage in were 6‘exemplars might be a valiant basis for a bold occupation-based social transformation projects’47. Drawing on an extensive range of critical reflections of occupational stories, it is evident that social and economic inequities tend to have a major influence on the areas of occupation namely work and education. This indicates that occupational therapy educators, students and educators could enhance their insight into the importance 6of generating a critical social perspective and a demand for social changed which supported by social vision and transformation6,47. In relation to critical awareness, it could be beneficial for occupational therapists and scientists to adopt the occupation-based community development together with occupation- based transformative practices to address the social and economic resources. Also, consistent with the critical reflection, occupational therapy education could incorporate the practises by using real complex issues affecting the individuals and communities. This might help students to engage in critical reflexivity and hone their skills of critical reflexivity to (re)think, question, and reflect on the issues that influence human occupations. Being In relation to being as a dimension, Hitch and colleagues46 state that is a sense of self of occupational being with roles related to a human needs. It indicates the meanings that people attach on their roles and capacities through consciousness-raising. Being relates to four phases of Mezirow’s critical reflection that enables individuals to engage in self- examination (phase 2); 12recognition that one’s discontent and the process of transformation are shared and others have shared negotiated a similar change (phase 4). In addition, Alexander35 reports that mineworkers who were arrested due engagement in the protest had to suffer ill-treatment and torture. As part of critical reflection, it is clear that the aftermath of the Marikana massacre and #FeesMustFall seemed to be an intensely traumatic experience for all its victims and their families. Also, consistent with Ikiugu and colleagues suffering and pain tend to be the outcomes meaningful occupations which seem to influence the inner being50. This is evident in how academic staff, students and professional support staff are affected by the #FeesMustFall movement, as it seemed to create pressures their work. It is clear that occupational imbalance seemed to be one of the outcomes of occupational injustices experience by the affected individuals. Social transformation seems to involve actively listen, and advocating with, and developing, narratives47. In addition, it is indicated that social transformation encompasses the negotiations and navigation of actions that seems to relate to change47. Nevertheless, the aftereffects of the #FeesMustFall seemed to have influence the being dimensions of occupational beings. Strong evidence of the aftereffects of the #FeesMustFall protests appeared to be related with the rise in mental health issues, not only affecting students but academic, support and professional staff. It could be argued that students, academic, support and professional staff might have suffered from post-traumatic stress disorder (PTSD) because of the witnessing of fellow students get arrested, militarisation and securitisation of campus, and intimidation55,58. This resonates with the two phases of Mezirow’s transformation through critical reflection by self-examination with feelings of guilt and shame. Therefore, recent evidence suggests that 1“peace and reconciliation initiatives need to be explored to repair relations post the student protests in universities. It appears that some universities are highly polarised since the protests. Genuine dialogues between university management, staff and students need to take place to ensure that existing hostilities are resolved” 28:11. It has been reported that families need closure and healing as well as forgiveness in order to deal with the aftereffects of Marikana massacre55. The Socio Economic Rights Institution (SERI) highlights that “an appropriate apology is important to the families to allow them to start the process of healing”55. This could mean that individuals and communities through dialogical, reciprocal intervention, and occupation-based interventions may use social transformation as one of the strategies47. In addition, Mezirow17 highlights the importance of 8creating communities of care that support the discovery of self through meaningful relationships, mutual understanding, collaboration and occupations. Becoming According to Hitch and colleagues46, becoming as a dimension is perceived as a process of development and change which is guided by the person’s goals and aspiration rising from the person’s choices and needs. This view is supported by Motimele and Ramugondo44 who write that healing as a collective process tend to (re)humanises within a broader framework of Ubuntu as part of an interactive ethic. In relation to Marikana massacre and #FeesMustFall, it is clear that there is a need for families’ closure, healing and forgiveness28,55,56. 24So far, however, there has been little discussion about the process of healing to build competence and self-confidence in roles and relationships. 2Occupational reconstructions are hopeful experiments with the purpose to improve or ameliorate the situation15. Although the collective actions are seen as bringing hope, however, 2there is no guarantee that the desired outcome will be achieved15. More recently, literature has emerged that offers some insight into the outcome of the bloodshed, cruelty and sorrow of the Marikana massacre could have led to the collapse of the strike38. This must have taken great courage and determination. Eventually, the company did agree to talk to the workers. Having done so, it conceded large increases in pay (22 per cent for RDOs) plus a R2,000 return-to-work bonus. When this was announced on 18 September, it was greeted by the workers as a victory, as indeed it was 56:41. On the other hand, the outcome of the #FeesMustFall 3protests eventually led to the 0% increase in fees for 2016 across the university sector28. However, student protests gained momentum again when the South African Minister of the department of higher education Blade Nzimande announced in 2016 that there will be a fee increase capped at 8% for the academic year 2017 (EWN 2017).1It could be argued that some of these changes would not have happened if the students had not organised protests. It is evident that the protests served as an effective tool of communication, but questions have been raised about the violent acts associated with the protests28:8. Belonging Belonging is one of the dimensions of meaning of occupational engagement that seemed to assist in responding to the question asked by Frank and Muriithi12, 2“How and why have certain collective actions succeeded?” Belonging is considered as the interpersonal relationship and connection among people while engaging in occupations45,46. It has been indicated that part of belonging incorporates the importance of 9social interaction, mutual support and friendship as well as sense of being57, control and identity50. However, Hitch and Colleagues46 consider belonging as a dimension that promotes 9a sense of connectedness to other people, place, culture, communities and times and context within which occupations take place. In addition, the significance of belonging lays in the dynamic relationship between the person and their environments that may promote sense of reciprocity, mutuality and sharing43,47. In describing communicative learning, Southern16 highlights that a sense of belonging is significant in sharing with others their feelings, needs and desires through communication. In occupational science, humans are regarded as occupational beings who engage in occupations such as social participation in community, family and peers25. In relation to the Marikana and #FeesMustFall protests, the protestors engaged in dialogical activities to express their demands about the economic and political systems that influence their role expectations. The protestors appeared to have interpersonal relationships of mutual respect and equality with each other within their communities in the workplace and institutions of higher learning. The senses of connectedness and belonging within the social environment enable the protesters to develop personal skills related to sense of collective responsibility, self-confidence and positive relationships which made the collective actions to succeed. It is also clear that social connectedness among protestors enhance the sense of belonging because they could withstand the 2threats, abuses and injuries they faced and how collectively the maintained their focus, purpose and solidarity12. This might highlight that when people feel supported and have their needs met they tend to feel safe and secure58. Therefore, the protestors had the positive relationship because they were fighting for their occupational and human rights which influenced by the economic inequities. Recommendations This commentary has a variety of recommendations related to practice, education, and research. Practice It is clear that there are common characteristics between Marikana and #FeesMustFall protestors, which have implications for occupational therapy practice. The evidence from this commentary seemed to indicate that families, protestors, support and professional as well as academic staffs seemed to have suffered from post-traumatic stress disorder, anxiety and depression due to the challenging times. Consequently, it is important for occupational therapy services to design occupation-based social transformation intervention programmes that will meet the needs of the stakeholders by using collaborative partnerships through involvement of all stakeholders as highlighted in the goal 16 and 17 of Sustainable Developmental Goals59. This information can be also used to promote healing of the stakeholders affected by the movements and promote their health and well-being60. It is important that occupational therapists and scientists should adopt occupation-based social transformation practices such as occupational reconstruction and occupation-based community development to enhance their critical reflexivity while providing services. In addition, the occupation-based social transformation practices could be incorporated in the continuous professional development in collaborative partnerships with institutions of higher learning. Education It is recommended that occupational therapy education should consider using the information about Marikana and #FeesMustFall movements as part of learning and teaching practices. Integration of events like Marikana and #FeesMustFall movements might equip graduates with skills to enhance healing of the communities. In addition, case studies that incorporate these events might enable graduate to hone their critical reflexivity in dealing with the development challenges facing communities in South Africa as part of reflection and action for change. Research There is abundant room for further progress in how exploring the perception and experiences of 11occupational therapy educators, students and clinicians about the importance of occupation-based social transformation in the South African context. Conclusion This commentary has explored the applicability of occupation-based social transformation, occupational reconstruction in relation to the dimensions of occupational engagement. It has been highlighted both Marikana and #FeesMustFall protests were attempted to ameliorate the social and economic inequalities and injustices. One of the more significant reflections to emerge from this comment is that occupational therapists and scientists could adopt the occupation-base social transformation and occupational reconstructions to enhance their insight into the dimensions of meaning of protests. It was also shown that the protests seemed to influence the dimensions of doing, being, becoming and belonging. 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