Published In
Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning
Document Type
Article
Publication Date
11-26-2022
Subjects
Social work education, Social justice, Service learning -- United States -- Evaluation, College students -- Services for
Abstract
How can social work courses prepare students to be scholars of social movements, and also to act in solidarity with movements for social justice? How can graduate programs reimagine the professional socialization of social work students from aspiring for expertise toward a stance of life-long learning? How can instructors more deeply leverage our teaching practice to advance justice in our communities? This paper traces one attempt to answer these questions through a three-quarter graduate social work course designed to deepen students’ skills and knowledge in practices for social transformation, while amplifying existing social justice movements. Drawing on reflections from the instructor and five students, course artifacts, and insights from other students and community partners, this case study offers a model of community-engaged teaching that centers solidarity, reciprocity, and justice.
Rights
This work is licensed under a Creative Commons Attribution 4.0 International License.
DOI
10.15402/esj.v8i2.70743
Persistent Identifier
https://archives.pdx.edu/ds/psu/38786
Citation Details
Thurber A., Buckingham H., Martens J., Lusk R., Becker D., & Spenser S. (2022). Teaching and Learning Social Change. Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning, 8(2), 82-99. https://doi.org/10.15402/esj.v8i2.70743