Abstract
Team-teaching, especially with colleagues who are diverse along a number of domains of social identity (e.g., social class, gender, race, tenure rank, academic status, age), represents a rich opportunity to model a social justice, anti-oppressive approach to teaching and learning. In this article, we present pedagogical strategies to consider when team-teaching foundation social work courses with a social justice focus. Constructs related to power dynamics, privilege, social class, microaggressions and social identity are explored. Development of teaching plans, managing challenging team dynamics, and teaching methods are examined. Implications of team-teaching anti-oppression content for social work education are discussed.
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