Writing in Jail: A Community-Engaged, Social Work Course Model

Autor/inn/en	Power, Lori G.; Sistare, Heidi
Titel	Writing in Jail: A Community-Engaged, Social Work Course Model
Quelle	In: Journal of Social Work Education, 57 (2021) 2, S.316-331 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
DOI	10.1080/10437797.2019.1671259
Schlagwörter	Caseworkers; Social Work; College Students; Institutionalized Persons; Correctional Institutions; Social Bias; Trauma; Writing (Composition); Power Structure; Social Justice; College Faculty; Teaching Methods; Experiential Learning; School Community Programs; Consciousness Raising; Social Problems; Program Effectiveness; Writing Workshops; Reflection; Substance Abuse; Cooperative Planning; Student Attitudes; Maine + Suchen Sie Ihr Suchwort? Soziale Arbeit; Collegestudent; Jugendstrafvollzug; Schreibübung; Soziale Gerechtigkeit; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Experiental learning; Erfahrungsorientiertes Lernen; Bewusstseinsbildung; Social problem; Soziales Problem; Drug use; Drug consomption; Drogenkonsum; Schülerverhalten
Abstract	This article introduces an innovative model of social work course development, teaching, and implementation. Using the principles of antioppressive education and community-engaged learning, the authors (a former student and faculty member) codeveloped and subsequently taught a course that explored writing, voice, social justice, and the intersecting issues contributing to mass incarceration in the United States. Research has demonstrated that community engagement increases student learning. This course was designed to provide social work students with the opportunity to learn from and interact with individuals who were incarcerated. University students first explored multiple intersecting systemic oppressions as they related to incarceration. They then explored trauma-informed practice, writing pedagogy, and power dynamics in group facilitation. The authors cotaught the course, using tools from popular education, modeling collaborative and transparent facilitation that is responsive to participant feedback. This article includes an overview of the process of creating and teaching the course, feedback from social work students and incarcerated participants, and a reflection on lessons learned. We conclude with a call for social work faculty to contribute to the development of similar course designs that engage community members and that model antioppressive education in course development and pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01