Transformational Learning: Teaching Strategies that Promote Advocacy in Social Justice and Not-for-Profit Leadership

Abstract

Social work education's field work, or signature pedagogy, provides an opportunity for students to take abstract knowledge and learned practice skills and integrate them in a real world setting. This field education has been criticized for neglecting several key components of the learning process. These components include social work management competencies, field experience in gaining such competencies, and developing leadership in not-for-profit agencies. In response, one program developed an in-house practicum in which the student intern serves as executive director in a social welfare club designed to mimic the organizational structure of a not-for-profit agency. This study examines, through a phenomenological focus, the transformational experiences of students serving their field placements in such a position, and examines the social welfare club's potential as a tool in social work education.