Use of Experiential Learning, Reflective Writing, and Metacognition to Develop Cultural Humility among Undergraduate Students

Autor/inn/en	Sanchez, Ninive; Norka, Alexander; Corbin, Megan; Peters, Clark
Titel	Use of Experiential Learning, Reflective Writing, and Metacognition to Develop Cultural Humility among Undergraduate Students
Quelle	In: Journal of Social Work Education, 55 (2019) 1, S.75-88 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sanchez, Ninive) ORCID (Peters, Clark)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
DOI	10.1080/10437797.2018.1498418
Schlagwörter	Reflection; Experiential Learning; Metacognition; Cultural Awareness; Undergraduate Students; Social Justice; Learning Activities; Perspective Taking; Essays; Emotional Response; Self Concept; World Views; Self Expression; Writing Processes; Dialogs (Language); Public Colleges; Social Work; Advantaged; Attitude Change; Psychological Patterns + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cultural identity; Kulturelle Identität; Soziale Gerechtigkeit; Lernaktivität; Zukunftsperspektive; Essay; Aufsatzunterricht; Emotionales Verhalten; Selbstkonzept; World view; Weltanschauung; Ausdruck; Dialog; Dialogs; Dialogue; Dialogues; Soziale Arbeit; Attitudinal change; Einstellungsänderung
Abstract	This study discusses the use of experiential learning, reflective writing, and metacognition to develop cultural humility among undergraduate students enrolled in a social and economic justice course. Students participated in an activity that challenged them to learn about people who may have different social identities and experiences from their own such as attending a service in a religion different from their own. Then students wrote a reflective essay in which they used the margin of the paper as a safe space to write anything that came to mind during the writing process. A thematic analysis of students' comments suggests that students used the space to examine their emotions, seek understanding of self and others, and recognize their privilege. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01