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Full-Text Articles in Social Work
Shifting Course: Drawing On Feminist Principles To Inform Community-Engaged Teaching In Uncertain Times, Amie Thurber, Sarah V. Suiter, Susan Halverson
Shifting Course: Drawing On Feminist Principles To Inform Community-Engaged Teaching In Uncertain Times, Amie Thurber, Sarah V. Suiter, Susan Halverson
School of Social Work Faculty Publications and Presentations
This autoethnographic case study explores teaching community-engaged courses during the onset of COVID-19. As educators who teach applied program evaluation courses at two universities, we consider how principles of feminist community engagement—relationality, border crossing, reflexivity, and disruptive pedagogy (Iverson & James, 2014)—ground our courses. Drawing from instructor reflections, interviews with community partners, students’ written reflections, and course evaluations, we explore how these principles informed our pedagogical response to teaching through the tumultuous spring of 2020, and the degree to which these practices enabled the continued participation of students and community partners. We close with implications for community-engaged teaching in these—and …
Journeying Toward Humility: Complexities In Advancing Pedagogy For The Privileged, Ann Curry-Stevens
Journeying Toward Humility: Complexities In Advancing Pedagogy For The Privileged, Ann Curry-Stevens
School of Social Work Faculty Publications and Presentations
This narrative describes the author's journey away from a stance of innocence, toward one of humility in her engagement with pedagogy for the privileged. With deep attention to her identity, the contentious dimensions of this pedagogy have compelled her towards a much more troubled relationship with this practice. The following narrative profiles key contributions of pedagogy for the privileged, and articulates the contentions embedded within. It concludes with three essential ingredients to moderate her privilege: practicing from a stance of humility and "not knowing, " advancing research into the practice outcomes of such courses, and accountability structures where communities hold …