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ABSTRACT
The authors explore the pedagogical principles of congruency, modeling, and transfer of learning through the description and analysis of a course entitled “The Theory and Practice of Anti-oppressive Social Work.” Initially reviewing the literature related to the above concepts, they describe an instructor's attempt to explicitly model, via a range of pedagogical practices, the principles of social justice social work practice. Research was undertaken to analyze the effectiveness of this pedagogical modeling and to forefront the voices of the students in the course. The results challenge some of the accepted knowledge concerning modeling and transfer of learning.
