Teaching Note—Third Space Caucusing: Borderland Praxis in the Social Work Classroom

ABSTRACT

This teaching note examines the use of intentional, identity-centered spaces in the social work classroom. We discuss the use of identity-based caucusing as a means of centering the embodied and lived experiences of students in the social work classroom, drawing from previous classroom experiences in an MSW foundation course on social justice at a large public university. Specifically, we consider borderland perspectives and postcolonial constructions of third spaces and their usefulness in social work pedagogy. In particular, we pose questions regarding the use of third space caucusing as a means of embracing and affirming both/and, neither/nor identity positionalities. We also consider possibilities of student-centered, critical pedagogical approaches while paying attention to the unique challenges and contexts of social work education.

Notes

1. Sue (2010) defines microaggressions as “brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial, gender, sexual orientation, or religious slights and insults to the target person or group” (p. 5).

Additional information

Notes on contributors

Kimberly D. Hudson

Kimberly D. Hudson is Faculty Fellow at New York University Silver School of Social Work. Sarah Mountz is Assistant Professor at California State University Northridge.

Sarah E. Mountz

Kimberly D. Hudson is Faculty Fellow at New York University Silver School of Social Work. Sarah Mountz is Assistant Professor at California State University Northridge.