Teaching critical reflection: a tool for transformative learning in social work?

Macfarlane, Selma and Bay, Uschi 2011, Teaching critical reflection: a tool for transformative learning in social work?, Social work education: the international journal, vol. 30, no. 7, pp. 745-758, doi: 10.1080/02615479.2010.516429.

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Title Teaching critical reflection: a tool for transformative learning in social work?
Author(s) Macfarlane, Selma
Bay, Uschi
Journal name Social work education: the international journal
Volume number 30
Issue number 7
Start page 745
End page 758
Total pages 19
Publisher Routledge Taylor & Francis
Place of publication London, England
Publication date 2011-10
ISSN 0261-5479
1470-1227
Keyword(s) post-modern/post-structural theories
practice teaching
skills teaching
reflection
students
Summary In an Australian Bachelor of Social Work degree, critical reflection is a process explicitly taught in a fourth year subject to students who have returned from their first field placement experience in agencies delivering social work programmes. The purpose of teaching critical reflection is to enable social work students to become autonomous and critical thinkers who can reflect on society, the role of social work and social work practices. The way critical reflection is taught in this fourth year social work unit relates closely to the aims of transformative learning. Transformative learning aims to assist students to become autonomous thinkers. Specifically, the critical reflection process taught in this subject aims to assist students to recognise their own and other people's frames of reference, to identify the dominant discourses circulating in making sense of their experience, to problematise their taken-for -granted ‘lived experience’, to reconceptualise identity categories, disrupt assumed causal relations and to reflect on how power relations are operating. Critical reflection often draws on many theoretical frameworks to enable the recognition of current modes of thinking and doing. In this paper, we will draw primarily on how post-structural theories, specifically Foucault's theorising, disrupt several taken-for-granted concepts in social work.
Language eng
DOI 10.1080/02615479.2010.516429
Field of Research 160799 Social Work not elsewhere classified
130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 930201 Pedagogy
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2011, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30055641

Document type: Journal Article
Collections: School of Health and Social Development
Institute of Koorie Education
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Created: Tue, 03 Sep 2013, 14:13:14 EST by Selma Macfarlane

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