Abstract
This article explores the use of reflexive photography as an experiential teaching method in teaching social justice education in an undergraduate social work program. Using critical auto-ethnography as a method, it discusses how this was built into a second-year Bachelor of Social Work (BSW) course by way of planning and application. Drawing on Freire’s concept of reflexive practice and based on the experiences of a social work educator teaching this course, the paper describes how (a) the course was designed and executed to realize student knowledge, (b) reaffirm the importance of reflexive practice for knowledge building and (c) for social transformation. On the basis of reflection from its application and student experiences, the author discusses the potential effect that integrating arts-informed teaching methods have on social justice oriented approaches to social work practice, the development of students’ practice and professional identity.
Highlights
In the classroom, reflecting on one’s practice epitomizes the spirit of being a professional
This article explores the use of reflexive photography as an experiential teaching method in teaching social justice education in an undergraduate social work program
Using critical auto-ethnography as a method, it discusses how this was built into a second-year Bachelor of Social Work (BSW) course by way of planning and application
Summary
In the classroom, reflecting on one’s practice epitomizes the spirit of being a professional. Social work educators are tasked with the responsibility to engage students’ capacities to reflect Students generally possess this ability, as the capacity to reflect is, according to Archer (2010), indispensable to human life. Given that social work practice requires the investigation of personal values as this has direct implication on direct practice, reflective practice and action taking are the cornerstones of the discipline’s education and a necessary skill set for professional development. This article will discuss how reflexive practice assignments can support social work students in their efforts to contribute to social change By presenting this experience, this paper looks to add to existing scholarship as a possible technique that can be adapted by courses teaching social justice education
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