Using Participatory Action Research to Teach Community Practice in a Post-Truth Era

M Candace Christensen,Beatrix Perez,Inci Yilmazli Trout

doi:10.15388/actpaed.41.12372

Abstract

[full article, abstract in English; abstract in Lithuanian] This project focuses on the learning experiences of master of social work students in an advanced community practice course. The primary pedagogical method for the class was participatory action research, specifically the photovoice method. The MSW students completed a photovoice project focused on campus sexual violence in which they recruited students, outside the class, as participants. As coursework, students generated reflection papers, responses to readings, and focus group notes. These artifacts constituted the data for this project. The data analysis included grounded theory methods and a focus on post-truth politics, from which three categories emerged: (a) supporting cultural competence, (b) facilitating self-awareness (c) and viewing truth as multifaceted.

Highlights

As educators, when we choose a specific framework to guide our teaching, we are careful to consider which approach facilitates particular learning outcomes for our students
This paper focuses on the efforts of one instructor to evaluate the impact of using a specific framework aimed at integrating a multi-level, culturally competent approach to community practice for social work students
Social work education focuses on teaching students the knowledge, values, and skills associated with social work practice

Summary

Introduction

As educators, when we choose a specific framework to guide our teaching, we are careful to consider which approach facilitates particular learning outcomes for our students. The instructor chose to use PAR because this methodology does integrate theories, values, skills, and community-based experiences into social work practice with communities. Social work education on community practice focuses on teaching students the values, knowledge, and skills necessary to build relationships with communities, help communities to identify issues they wish to change, to harness community strengths, and develop resources to create the change (Ohmer, Reisch & Weil 2013). Social work education focuses on teaching students the knowledge, values, and skills associated with social work practice This education aims to prepare students to adopt a wide variety of theoretical frameworks for evaluating human behavior in the social environment and to develop, implement, and evaluate the planned change, problem-solving process with individuals, families, groups, communities, institutions, and social policies (Council on Social Work Education 2015). Community practice courses focus on problem-solving and planned change processes

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