Social work education has the potential to be transformative, consciousness raising, and to produce social change while inspiring hope in students for the creation of more just systems. An understanding of oppression, its diverse manifestations, and its differential impact on vulnerable individuals and groups is essential to contemporary social work education. What then is the best manner in which to prepare educators for the immensely important, complex, and multidimensional role as teacher of social work?
Most social work instructors learn to teach through trial and error, bringing their own style, experiences, and preferences to the endeavour rather than having a formal program of education and instruction on how to best educate and instruct. This book addresses the complex and uncertain field of social work education, gathering together thirty experienced professors and practitioners who teach in BSW, MSW, and PhD programs. Together, the contributors create a framework for social work educators to reflect on how they teach, why they teach in specific ways, and what works best for teaching in the discipline of social work.
"This book makes a contribution to the field of social work education in three major areas: pedagogical perspectives, teaching practice, and some of the common issues in teaching. Supported by scholarship based on current literature, the authors critically engage readers in reviewing the current knowledge and building on it with their own contributions."
— Gabriela Novotna, Faculty of Social Work, University of Regina
"This is a welcome and timely addition to the current literature on social work education and teaching in Canada."
— Siu Ming Kwok, Faculty of Social Work, University of Calgary
Table of Contents:
1. Issues in Teaching Social Work
Rick Csiernik and Susan Hillock
I. PEDAGOGICAL PERSPECTIVES
2. Undoing Traditional Education
3. Femagogy: Centreing Feminist Knowledge and Methods in Social Work Teaching
4. Tackling Whiteness in the Classroom and Challenging/Shattering the Skills Based Curriculum Through Anti-Oppression Teaching in Social Work
June Ying Yee and Anne Wagner
5. Classrooms as Circles: The Pedagogy of Sharing Indigenous Worldviews
Cyndy Baskin and Cassandra Cornacchia
6. The Crying White Woman and the Politics of Emotion in Anti-Oppressive Social Work Education
Daphne Jeyapal and Liz Grigg
7. The Practice of Critically Reflective Analysis
Carolyn Campbell and Gail Baikie
8. Teaching and Learning ‘Critical Reflection of Practice’: Why Was It So Engaging?
9. Preparing for Social Work Practice: Effective Educational Approaches to Bridge Class and Field
10. Preparing Social Workers for Practice with Diverse Populations
Claude Olivier and Akin Taiwo
11. Teaching Mindfulness
12. Teaching Change: Navigating the Tensions in Social Change Pedagogy
13. Horses and Baseball: Social Work’s Cultivation of One’s Third Eye
Janet Yorke, Scott Grant, and Rick Csiernik
14. Bridging the Micro-Macro Divide: Making Policy Relevant to Social Work Students
Bharati Sethi and Tracy Smith Carrier
15. Navigating Real-World Research Steps: Behind the Scenes
16. Charting a New Course for Community-University Partnership for Teaching Child Welfare Social Work
Nancy Freymond, Gissele Damiani-Taraba, Sherri-Lynn Manto, Sarah Robertson, Leigh Savage, Marilee Sherry, and Andrew Koster
III. ISSUES IN TEACHING
17. Understanding and Responding to the Complexities of Student Anxiety
Stephanie L. Baird
18. Teaching from the Margins: No Good Deed Goes Unpunished
19. Incivility or Bullying? Challenges in the Social Work Classroom
Jan Yorke and Tanya Shute
About the Editors:
Rick Csiernik is professor in the School of Social Work, King’s University College at Western University.
Susan Hillock is an associate professor in the Department of Social Work and the Department of Graduate Studies in Education at Trent University.