Tearing down the ‘box’: students’ perspectives on activating arts-informed methods in social work classrooms

Abstract

In this article, we discuss findings from a study centering students’ narratives about their experiences of using arts-informed approaches to teaching and learning in social work classrooms. The study interviewed thirteen graduate and undergraduate students about their experiences in social justice and anti-oppressive classrooms. Informed by constructivist grounded theory, we analyzed students’ conceptualizations and interpretations of how using art better facilitated their learning and connection to social work practice. Specifically, the article discusses three interrelated themes that emerged for students as they emphasized the importance of such approaches in their education: enhanced connections to others; connecting emotionally to social issues and social work; and connection to self through enhanced awareness. We conclude the analysis with some guidelines for educators for integrating arts-informed approaches in the classroom.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 10 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.