Modeling Cultural Humility: Listening to Students' Stories of Religious Identity

Autor/inn/en	Sloane, Heather; Petra, Megan
Titel	Modeling Cultural Humility: Listening to Students' Stories of Religious Identity
Quelle	In: Journal of Social Work Education, 57 (2021) 1, S.28-39 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Petra, Megan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
DOI	10.1080/10437797.2019.1662863
Schlagwörter	Cultural Awareness; Counselor Training; Empathy; Advocacy; Social Work; Religion; Spiritual Development; Undergraduate Students; Self Concept; Student Attitudes; Social Bias; Teaching Methods; Writing Assignments; Literary Criticism; Religious Factors + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Empathie; Sozialanwaltschaft; Soziale Arbeit; Selbstkonzept; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Literaturkritik
Abstract	To foster development of cultural humility in social work students, educators must listen carefully to students to uncover and disrupt implicit biases about other groups. This study was a narrative analysis of undergraduate social work student papers about identity and intersectionality where most students wrote about religion/spirituality and how it was important to their identity development and early experiences with empathy and advocacy. Students wrote about identity development, early experiences with empathy and advocacy, and implicit biases they held about religion. Religion and spirituality are important to clients and social workers, and yet are rarely addressed in the classroom. Discussion of shared religious experience and bias could serve as a catalyst for more difficult discussions of race, gender, sexuality, and ability bias. Better understanding of implicit bias and how empathy happens are crucial aspects of cultural humility. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01