Abstract
ABSTRACTSocial work education is experiencing growth and challenge as many universities and colleges begin to offer distance education options for both BSW and MSW students. While work on creative solutions to microaggressions and acts of oppression in the physical classroom is available, work on addressing these issues in online classrooms is still yet to emerge. Through an application of transformative learning theory and principles of liberatory education to a case study, we hope to contribute to an emerging dialogue around best practices in addressing microaggressions and acts of oppression in online learning environments.
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