Teaching Social Justice through Critical Reflection: Using Immersive Theatre to Address HIV among Black Gay Men

Autor/inn/en	Estreet, Anthony T.; Johnson, Nia; Archibald, Paul
Titel	Teaching Social Justice through Critical Reflection: Using Immersive Theatre to Address HIV among Black Gay Men
Quelle	In: Journal of Social Work Education, 59 (2023) 1, S.243-254 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Estreet, Anthony T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
DOI	10.1080/10437797.2021.1969303
Schlagwörter	Reflection; Critical Thinking; Social Justice; Males; Homosexuality; African Americans; Acquired Immunodeficiency Syndrome (AIDS); Drama; Social Work; Caseworkers; Role; Access to Health Care; Social Bias; Racism; Knowledge Level; Student Attitudes; Graduate Students; Educational Needs; Self Disclosure (Individuals); Maryland (Baltimore) + Suchen Sie Ihr Suchwort? Kritisches Denken; Soziale Gerechtigkeit; Male; Männliches Geschlecht; Homosexualität; Afroamerikaner; Schauspiel; Soziale Arbeit; Rollen; Rassismus; Wissensbasis; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Educational need; Bildungsbedarf
Abstract	Critical reflection helps social work students gain a better understanding of their role and how to address social justice issues through empowerment and awareness. One way to encourage critical reflection is through the use of innovative methods such as immersive theatre. This qualitative study examined critical reflection to increase students' skills in HIV-related intervention. Results found two main themes: (1) Responding and acting: The role of Social Workers in addressing HIV in the Black Community and (2) A greater understanding of HIV as a social justice issue. Implications for social work educators include utilizing critical reflection with innovative teaching to help students better understand issues related to social justice and health disparities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01