Triple Capacity Building as Critical Pedagogy

Abstract

This article contains our reflections on the experience of using a triple capacity building (TCB) model to train students in community development work in rural China. The TCB approach subscribes to critical pedagogy, which calls for a reinvention of the self by challenging the traditional model of education and by transforming institutionalized students into reflexive subjects with critical curiosity about society, power, inequality, and social change. By advocating equal participation in rural social work practices and by using the approach of dialogical education, the authors encouraged the participating students to embody this critical subjectivity.