Teaching Note--Third Space Caucusing: Borderland Praxis in the Social Work Classroom

Autor/inn/en	Hudson, Kimberly D.; Mountz, Sarah E.
Titel	Teaching Note--Third Space Caucusing: Borderland Praxis in the Social Work Classroom
Quelle	In: Journal of Social Work Education, 52 (2016) 3, S.379-384 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
Schlagwörter	Social Work; Professional Education; Praxis; Masters Programs; Student Experience; Social Justice; College Instruction; Intervention; Group Activities; Intergroup Education; Classroom Environment; Outcomes of Education; Instructional Effectiveness; Graduate Students + Suchen Sie Ihr Suchwort? Soziale Arbeit; Berufsausbildung; Magister course; Magisterstudiengang; Studienerfahrung; Soziale Gerechtigkeit; Hochschullehre; Gruppenaktivität; Multinationale Lerngruppe; Klassenklima; Unterrichtsklima; Lernleistung; Schulerfolg; Unterrichtserfolg; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	This teaching note examines the use of intentional, identity-centered spaces in the social work classroom. We discuss the use of identity-based caucusing as a means of centering the embodied and lived experiences of students in the social work classroom, drawing from previous classroom experiences in an MSW foundation course on social justice at a large public university. Specifically, we consider borderland perspectives and postcolonial constructions of third spaces and their usefulness in social work pedagogy. In particular, we pose questions regarding the use of third space caucusing as a means of embracing and affirming both/and, neither/nor identity positionalities. We also consider possibilities of student-centered, critical pedagogical approaches while paying attention to the unique challenges and contexts of social work education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01