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Autor/inn/en | Hudson, Kimberly D.; Mountz, Sarah E. |
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Titel | Teaching Note--Third Space Caucusing: Borderland Praxis in the Social Work Classroom |
Quelle | In: Journal of Social Work Education, 52 (2016) 3, S.379-384 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1043-7797 |
Schlagwörter | Social Work; Professional Education; Praxis; Masters Programs; Student Experience; Social Justice; College Instruction; Intervention; Group Activities; Intergroup Education; Classroom Environment; Outcomes of Education; Instructional Effectiveness; Graduate Students Soziale Arbeit; Berufsausbildung; Magister course; Magisterstudiengang; Studienerfahrung; Soziale Gerechtigkeit; Hochschullehre; Gruppenaktivität; Multinationale Lerngruppe; Klassenklima; Unterrichtsklima; Lernleistung; Schulerfolg; Unterrichtserfolg; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin |
Abstract | This teaching note examines the use of intentional, identity-centered spaces in the social work classroom. We discuss the use of identity-based caucusing as a means of centering the embodied and lived experiences of students in the social work classroom, drawing from previous classroom experiences in an MSW foundation course on social justice at a large public university. Specifically, we consider borderland perspectives and postcolonial constructions of third spaces and their usefulness in social work pedagogy. In particular, we pose questions regarding the use of third space caucusing as a means of embracing and affirming both/and, neither/nor identity positionalities. We also consider possibilities of student-centered, critical pedagogical approaches while paying attention to the unique challenges and contexts of social work education. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |