Apples and Pears: Engaging Social Work Students in Social Dialogue

Autor/in	Reyneke, Roelof P.
Titel	Apples and Pears: Engaging Social Work Students in Social Dialogue
Quelle	In: Research on Social Work Practice, 27 (2017) 2, S.239-247 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-7315
DOI	10.1177/1049731516669823
Schlagwörter	Social Work; Adventure Education; Controversial Issues (Course Content); Qualitative Research; Student Developed Materials; Multicultural Education; Content Analysis; Discourse Communities; Student Attitudes; Attitude Change; Knowledge Level; Learning Activities; Constructivism (Learning); Experiential Learning; Undergraduate Students; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Soziale Arbeit; Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; Controversial issues; Kontroverse; Qualitative Forschung; Multikulturelle Erziehung; Inhaltsanalyse; Schülerverhalten; Attitudinal change; Einstellungsänderung; Wissensbasis; Lernaktivität; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Purpose: To investigate how an adventure-based activity could help facilitate dialogue and enable a safe process where students could engage in a difficult topic such as diversity without feeling threatened. Method: A qualitative study was used in which 89 social work students who took part in diversity training gave permission that their manuscripts be used for documentary analysis. Content analysis was used to analyze the data in order to determine if and how the adventure-based activity contributed to the facilitation of dialogue. Results: It was found that the activity contributed to changing the attitude and knowledge of social work students. It opened up new perspectives and allowed students to discuss diversity without fear. Conclusion: The use of adventure activities is an effective strategy to facilitate dialogue between students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01