Discomforting pedagogies and affective learning processes in diversity & social justice courses

ABSTRACT

Social work education prepares students to ethically engage historically stigmatized populations. The importance of including diversity in the social work curriculum and preparing culturally competent social workers has been established. However, little is known about how social work educators utilize the syllabus as a tool to prepare students to develop the stamina to attend to and cope with emotional reactions that may result from engaging in critical self-discovery and difficult conversations regarding diversity and social justice. Guided by the Discomforting Pedagogy Educational framework, this study consists of a review of a nationwide sample of syllabi identified from first-year, stand-alone, required diversity-related social justice courses within MSW programs. This study explored the extent to which course expectations included affective learning processes (one’s emotion, beliefs, ethics, self-awareness, and attitudes) in the course syllabi that support discomforting learning experiences. The results highlight that most instructors communicate expectations regarding conduct based on respect and valuing diverse perspectives, but instructors can more explicitly support students’ examination of their positionality and bias and how to handle these emotional reactions. Based on the findings, we offer several strategies for supporting social work students in challenging their existing views and working through discomforting learning experiences.

KEYWORDS:

• Curriculum development
• pedagogies
• diversity
• multi-cultural perspectives
• social justice
• qualitative methods
• values
• Curriculum
• assessment

Disclosure statement

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

Additional information

Notes on contributors

Mayra Lopez-Humphreys

Dr. Mayra Lopez-Humphreys is an associate professor and director of the BSSW program in the Department of Social Work at the City University of New York, College of Staten Island. Her research focuses on restorative approaches with justice-impacted populations. Currently, she serves as the principal investigator on a research project with Exodus Transitional Community; the study examines interventions with adults recently released from prison and transitioning to non-congregate hotel settings. Additionally, her interest in Diversity, Equity, Inclusion, and Belonging (DEIB) research has focused on community-led interventions and pedagogical approaches in social work education.

Beverly Araujo Dawson

Beverly Araújo Dawson is a Professor in the School of Social Work at Adelphi University and Director of the Online MSW Program. She received her doctoral and master’s degree from the University of Michigan and a BA in Psychology from Hunter College. Her research focuses on the social determinants of well-being, as well as culturally-based protective factors among first and second- generation Latino/a families. More specifically, Dr. Araújo Dawson examines the impact of discrimination and language barriers on the mental health and identity of Latino/a immigrants, as well as social work pedagogy in online learning environments.

Gina R Rosich

Gina R. Rosich, PhD, MSW is an Assistant Professor at the University of Saint Joseph Department of Social Work and Equitable Community Practice. She teaches courses in Policy History and Advocacy, Generalist Clinical Practice, Culture, Diversity and Human Rights, and issues impacting LGBTQ+ people. Her research interests focus on social work pedagogy, LGBTQ+ rights and intersectional experiences of oppression, poverty, and housing insecurity.