Critical Pedagogy and Social Work Supervision

Abstract

For social workers to work critically they need to be well versed in a pedagogy that equips them with the necessary knowledge, skills, and ability for lifelong learning and critical thinking. This chapter examines the key concepts of a critical pedagogy, its theoretical underpinnings and associated learning strategies and establishes its centrality in framing a critical practice for use in professional social work supervision. Critical pedagogy facilitates constant questioning and reflection and ongoing dialogue on, and critique of, the socio-political, economic and cultural power relations within the organisation as well as more broadly in the community and society at large. Its use in supervision has the potential to open up discussions and interaction beyond what is known to spaces where new knowledge, theory, practice options, and broader societal concerns are explored. It encourages ‘deep learning’ that can shepherd a transformational opportunity for new learning. Nothing begets learning that stimulates curiosity and the desire to learn more when a good supervisor and eager learner meet in supervisory relationship with an ultimate end to achieve justice for all.