Promoting Critical Consciousness in Undergraduate Social Work Classrooms

Datos Bibliográficos

ID12781663
AutoresMallory R Knipe (0000-0003-2764-3682, Graduate School of Health and Human Services, St. Mary's University of Minnesota, Minneapolis, Minnesota, USA, autor de correspondencia)
Año2020
Volumen40
Número4
Páginas372-384
Fecha de publicación2020-07-29
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Teaching in Social Work (JOURNAL)
Identificadores de la revistaISSN: 1540-7349 • E-ISSN: 0884-1233
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/08841233.2020.1790471
OpenAlexW3045951326
IdiomaEN
Citas recibidas3
Referencias citadas22

Developing critical consciousness is key to social workers becoming competent practitioners, but due to its multifaceted nature, finding a single classroom strategy to effectively engage all students in this process is challenging. Problem-posing education is a method that encourages students to examine the sociopolitical, historical, and cultural causes of problems in their lives. It promotes critical questioning of the status quo, which stimulates the process of critical consciousness development. The author argues here that social work educators can maximize the engagement of undergraduate students in this complex process by utilizing Pitner & Sakamoto’s Critical Consciousness Conceptual Model to guide the implementation of problem-posing education

Consciousness · Consciousness raising · Critical consciousness · Critical thinking · Engineering ethics · Pedagogy · Political science · Process (computing · Social consciousness · Sociology · Status quo · Computer Science · Interprofessional Education and Collaboration · Psychology · Service-Learning and Community Engagement · Social Work Education and Practice · Social Work