Humanizing Oppression: The Value of the Human Library Experience in Social Work Education

ABSTRACT

Similar to discussions in social work education classrooms facilitated by Intergroup Dialogue (IGD), the Human Library (HL) is an opportunity for students to engage in personal one-on-one dialogue about prejudice, discrimination, and oppression. To date, no study has been conducted of the use of the HL in social work education. A qualitative case study approach exploring the perceptions of 11 participants in an HL event hosted by one midwestern university explored two research questions: How do those in the role of enlisted participants (Books) describe the HL experience? and What potential does the HL have to create IGD in the social work classroom? Data analysis revealed the following unique themes: (a) arriving with the baggage of the narrative, (b) intention to educate and raise awareness, (c) surprise at the undeserved respect they received from readers, (d) perception of a shift from monologue to dialogue, and (e) recognition of expanding the narrative that fueled positive self-perceptions. Freire’s critical theory was applied to the findings, identifying the benefits of its use in social work education compared to more traditional IGD offerings.

Notes

1. The term Living Library, is an alternative to Human Library. Living Libraries tend to focus on a specific topic or population defined by its organizers and constituents, whereas Human Libraries are more broad based in scope. This article uses Human Library for both forms.

Additional information

Notes on contributors

Mark A. Giesler

Mark A. Giesler, PhD, LMSW, is Professor of Social Work at Saginaw Valley State University. His research agenda involves exploring the intersection between social work and librarianship.