Teaching Social Work with Multicultural Populations: A Holistic Approach to Learning

Abstract

Describes teaching an undergraduate social work course on work with multicultural populations; uses a particular pedagogical approach which structures learning‐teaching as a holistic process, viewing both intellectual and emotional sources of knowledge. Integrates the intellectual and emotional with a variety of educational devices including experiences within and beyond the classroom. Includes philosophy and aims, overview of content, structure and methods of instruction, and content. Assignments are discussed in terms of past implementation. Concludes with a summary of the impact on students.

Keywords:

• Holistic learning, pedagogy
• multicultural populations
• cross‐cultural awareness
• ethnographic perspective
• ethnographic approach

Notes

1. When possible, a Pass/Not Pass grading system is probably more consistent with the aims and philosophy which guide the course.

2. Freeman, J.M. (1989). Hearts of sorrow: Vietnamese American lives. Palo Alto: Stanford University Press.

3. Two video documentaries have been used that demonstrate communities empowering themselves, the first by reclaiming and redeveloping their urban community and the second through the communal carving of a totem pole to heal the community from the pain due to individual losses and the trauma resulting from substance and domestic abuse: (1) Holding Ground: The Rebirth of Dudley Street, and (2) Carved from the Heart. The two readings have been: (1) Kitano, H.L. and Maki, M. (1997). Japanese American Redress: The proper alignment model. Asian American Policy Review, VII, 55–72; (2) Pardo, M. (1990). Creating community: Mexican America women in Eastside Los Angeles, Axlan, 20(1&2), 39–71.