Teaching Note—Constructing Critical Conversations: A Model for Facilitating Classroom Dialogue for Critical Learning

ABSTRACT

Discussions of power and privilege, oppression, and structural inequities in classrooms can produce complex understanding and critical analysis when facilitated effectively. In this article we present the critical conversations model for facilitating conversations that open up space for discussing such issues and encourage the development of critical consciousness and reflection through experiential learning. The model provides flexible scaffolding for instructors to use to navigate their way through classroom tensions and capitalize on spontaneous learning opportunities. Theoretical underpinnings of the model are explained, followed by a description of the model. Implications for social work education and next steps are discussed.

Additional information

Notes on contributors

Hye-Kyung Kang

Hye-Kyung Kang is an Associate Professor and the Masters of Social Work Program Director at Seattle University.

Peggy O’Neill

Peggy O'Neill is an Assistant Professor and Associate Dean of Academic Affairs at Smith College. Kang and O'Neill are co-first authors and contributed to this article equally.