Published In
Reflections: Narratives of Professional Helping
Document Type
Article
Publication Date
3-2-2022
Subjects
Community-based learning, Civic engagement, Higher Education -- Social aspects, Education -- Study and teaching, Critical pedagogy, Feminism
Abstract
This autoethnographic case study explores teaching community-engaged courses during the onset of COVID-19. As educators who teach applied program evaluation courses at two universities, we consider how principles of feminist community engagement—relationality, border crossing, reflexivity, and disruptive pedagogy (Iverson & James, 2014)—ground our courses. Drawing from instructor reflections, interviews with community partners, students’ written reflections, and course evaluations, we explore how these principles informed our pedagogical response to teaching through the tumultuous spring of 2020, and the degree to which these practices enabled the continued participation of students and community partners. We close with implications for community-engaged teaching in these—and all—times.
Rights
Reflections: Narratives of Professional Helping is a double-blind peer-reviewed open access multidisciplinary journal published with no author fees by the Cleveland State University School of Social Work.
Persistent Identifier
https://archives.pdx.edu/ds/psu/37111
Citation Details
Thurber, A. Suiter, S.V., Halverson, S. (2022). Shifting course: Drawing on feminist principles to inform community-engaged teaching in uncertain times. Reflections: Narratives of Professional Helping.