Social-work students’ perspectives on their learning process following the implementation of community based participatory research in a community practice course

ABSTRACT

This paper presents the phenomenological perspective of social work students on their learning process following the implementation of community based participatory research (CBPR) in the context of a social work community practice course. CBPR was implemented in the framework of a partnership between the communities of the Gaza Envelope Region in southern Israel, and the school of social work at the college in the region. Throughout the academic year students engaged in data collection and participated in steering committees that focused on building a regional vision for the communities. At the end of the year stduents were asked to write reflexive essays about their learning experience. Study findings, grounded in a narrative content analysis of 83 reflexive student essays, point to four narratives that characterized their learning: 1) being part of a real-life community intervention process; 2) students-inspired by community residents: the power of hope; 3) the meaning of community; and 4) future professional identity: the desire to engage in community practice. Findings are discussed in light of theories of experiential and transformative learning, community narratives, and professional identity, with reference to the fields of social work community practice education.

KEYWORDS:

• Community-based participatory research
• community practice
• professional identity
• experimental learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Menny Malka

Dr. Menny Malka is a faculty member at the School of Social Work, Sapir Academic College, Israel. His academic activity is anchored by and integrates his professional experiences as a social worker, researcher, and lecturer. Based on critical and participatory methodologies, Dr. Mlaka's research focuses on marginalized and exluded communiteis, domestic and community violence, children and adolescents in situations of vulerability and risk, international social work and macro practice in social work. In recent years Dr. Malka has been developing the photovoice metodology in the field of social work practice and education.

Merav Moshe-Grodofsky

Dr. Merav Moshe-Grodofsky is a faculty member and formaer Chiar of the School of Social Work at Sapir Academic College in Israel. Over a decade ago she established the Rights-based Community Practice Center Network wich works with marginalized communities to promote social rights advocacy. She teaches, practices, writes and conducts research on human rights practice, community organizing, and combination of the two as a method to promote people-to-people reiationdhips and peace building among disadvantaged and multicultural groups wihin societies and between societies in conflict. She has worked extensively with both Jewish and Arab communities in Israel and in Middle East. Over the last six years Dr. Moshe-Grodofsky has become a certified equine mental health professional and is currently working towards the advanced EAGALA certification. She is engaged in equine work and research with social work professionals, war veterans and former prisoners and their families through the EAGALA model.