In EDS ansehen

From discomfort to accountability: exploring an ethical relational approach to teaching anti-racism and decolonisation in a Canadian introductory social work classroom.

Gespeichert in:
Bibliographische Detailangaben
Titel: From discomfort to accountability: exploring an ethical relational approach to teaching anti-racism and decolonisation in a Canadian introductory social work classroom.
Autoren: Ekoh, Prince Chiagozie, Hoselton, Jill, Walsh, Christine A.
Quelle: Journal of Social Work Practice; Dec2025, Vol. 39 Issue 4, p369-387, 19p
Schlagwörter: SCHOOL environment, SOCIAL media, EMPATHY, SOCIAL workers, QUALITATIVE research, RESEARCH funding, COURSE evaluation (Education), RESPONSIBILITY, TEACHING methods, SOCIAL work education, LEARNING, DESCRIPTIVE statistics, RACISM, DECOLONIZATION, STUDENTS, THEMATIC analysis, STREAMING media, DATA analysis software, STUDENT attitudes, WRITTEN communication, STUDENT assignments
Geografische Kategorien: CANADA
Abstract: In this article, we share results from an introductory social work course evaluation that infused an ethical relational approach into anti-racist and decolonial pedagogy. 53 of the 137 students enrolled in the course provided written informed consent. A variety of creative approaches, including reflective writing, podcasts, infographics, social media posts, and letters to the editor, were used to capture students' understanding of social work history, ethics, theories and approaches, and their emerging social work identity and future practice aspirations. The data was managed with NVivo 14, and thematic analysis was used to analyse the data. Study findings suggest that this approach contributed to students' demonstrated awareness and comprehension of decolonial and anti-racist concepts, leading to critical self-reflection, empathy, and a greater appreciation for diverse perspectives. These findings emphasise the need for pedagogical advancements prioritising ethical relationality in preparing students for social work practice grounded in decolonial and anti-racist principles. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Social Work Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Datenbank: Complementary Index
Beschreibung
Abstract:In this article, we share results from an introductory social work course evaluation that infused an ethical relational approach into anti-racist and decolonial pedagogy. 53 of the 137 students enrolled in the course provided written informed consent. A variety of creative approaches, including reflective writing, podcasts, infographics, social media posts, and letters to the editor, were used to capture students' understanding of social work history, ethics, theories and approaches, and their emerging social work identity and future practice aspirations. The data was managed with NVivo 14, and thematic analysis was used to analyse the data. Study findings suggest that this approach contributed to students' demonstrated awareness and comprehension of decolonial and anti-racist concepts, leading to critical self-reflection, empathy, and a greater appreciation for diverse perspectives. These findings emphasise the need for pedagogical advancements prioritising ethical relationality in preparing students for social work practice grounded in decolonial and anti-racist principles. [ABSTRACT FROM AUTHOR]
ISSN:02650533
DOI:10.1080/02650533.2025.2452180