Cacophony, polyphony or fugue: Exploring sociocultural concepts with social work students

Abstract

This paper documents some dialogue among the authors that emerged as each taught Master of Social Work students a course in sociocultural concepts. The instructors taught this required course from a common syllabus and the discussion reflects the authors’ experiences in the delivery of the course material. At the time these dialogues took place, the instructors had recently changed the course format. Rather than teaching sociocultural concepts in isolation (eg. a class on sexism, a class on ageism, etc.), the instructors crafted the course content around central themes. Postmodern theories underscore much of the course content, and are synthesized both in this course and across the curriculum with feminist, psychodynamic, and cross‐cultural practice theories.

The paper begins by summarizing key post‐modern theories that frame the course. Then, the authors respond to formulated questions that address multiple forms of identity development, ambiguity, and competing student ideologies that are manifest in classroom dynamics. Finally, the authors discuss their respective pedagogical and theoretical views and discuss their classroom experiences.

Notes

Authors are listed alphabetically; each made equal contributions to the article.