A Dis/Integrative, Dialogic Model for Social Work Education

Dyann Ross

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Social Work Education and Practice Adult and Continuing Education Topics Critical and Liberation Pedagogy

Abstract

A description of a way of working anti-oppressively is presented by showing how I self-reflexively practice as a social work educator Key elements of my own empowerment through dis/integrative learning and my engagement with social work students across difference through dialogue are explored The paper shows how capacities including ethics of love cross cultural awareness and authenticity are considered important for anti-oppressive practice

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References

20248 Decolonizing Methodologies: Research and Indigenous Peoples 1995Teaching to transgress: education as the practice of freedom 2000Decolonizing Methodologies: Research and Indigenous Peoples 2000Handbook of qualitative research 1990Positioning: The Discursive Production of Selves 2001Making Social Science Matter 1998Pedagogy of Freedom: Ethics, Democracy, and Civic Courage 1989Why Doesn't This Feel Empowering? Working Through the Repressive Myths of Critical Pedagogy

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2013Teaching through the tension: Resolving religious and sexuality based schism in social work education 2022A triad model of engaged social work pedagogy: connecting research, education, and action

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