Teaching critical practice: Resisting structural domination through critical reflection

Morley, Christine (2008) Teaching critical practice: Resisting structural domination through critical reflection. Social Work Education, 27(4), pp. 407-421.

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This paper explores some of the responsibilities and challenges that face social work educators who teach critical practice to social work students. It is suggested that using critical reflection may enhance social work educators' capacity to prepare practitioners to work towards progressive social change and social justice, despite current social trends, such as globalisation, which potentially marginalise critical practice. This paper provides a reflective account of my experiences of teaching critical reflection to undergraduate social work students, drawing on critical postmodern theoretical underpinnings. Related pedagogies will be discussed which outline experiential reflective learning. It is ultimately contended that critical reflection is an important part of social work education and practice that is committed to enhancing citizenship, human rights, social justice and social change ideals.

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18 citations in Scopus
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ID Code: 98041
Item Type: Journal Article
Refereed: Yes
Keywords: Anti-Oppressive practice; Critical postmodernism; Critical reflection; Social work education, HERN
DOI: 10.1080/02615470701379925
ISSN: 1470-1227
Divisions: Current > QUT Faculties and Divisions > Faculty of Health
Current > Schools > School of Public Health & Social Work
Copyright Owner: Copyright 2008 The Board of Social Work Education
Deposited On: 16 Aug 2016 23:26
Last Modified: 18 Aug 2016 02:20

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