Feminist Pedagogy and the Teaching of Social Work Practice

Abstract

This article draws on feminist social work practice scholarship and on feminist pedagogy, primarily from the field of education, to identify and discuss the application of that literature to the practice classroom in schools of social work. The author describes epistemologies of adult learning, particularly those that identify the unique ways women organize and impart meaning to information; discusses their relevance for integrating feminist pedagogical principles in the practice classroom; and draws parallels between student learning in the feminist “liberatory” classroom and practice with clients.

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