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Journal of Social Work Education Volume 55, 2019 - Issue 4
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Original Articles

Oppression Pedagogy: Intergroup Dialogue and Theatre of the Oppressed in Creating a Safe Enough Classroom

Betty GarciaCorrespondence[email protected]
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,
Elizabeth CrifasiCorrespondence[email protected]
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&
Adrienne B. DesselView further author information
Pages 669-683 | Accepted 08 Mar 2018, Published online: 31 May 2019

Citations (9)

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Read on this site (6)

Eunjung Lee, Toula Kourgiantakis, Judith Logan, Ran Hu, Rachele Wilson & Andrea Greenblatt. (2023) Centering social justice in undergraduate social work education: a scoping review of pedagogical methods of teaching. Social Work Education 0:0, pages 1-35.
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Kuir ë Garang & Uzo Anucha. (2023) In-Group Bias and Inter-Group Dialogue in Canadian Multiculturalism. Journal of Progressive Human Services 34:2, pages 123-148.
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Shoshana Pollack & Christine Mayor. (2022) The how of social justice education in social work: Decentering colonial whiteness and building relational reflexivity through circle pedagogy and Image Theatre. Social Work Education 0:0, pages 1-16.
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Eunjung Lee, Toula Kourgiantakis & Ran Hu. (2022) Developing holistic competence in cross-cultural social work practice: Simulation-based learning optimized by blended teaching approach. Social Work Education 41:5, pages 820-836.
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Mark A. Giesler. (2022) Humanizing Oppression: The Value of the Human Library Experience in Social Work Education. Journal of Social Work Education 58:2, pages 390-402.
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Eunjung Lee, Toula Kourgiantakis & Ran Hu. (2021) Teaching Note—Teaching Socially Just Culturally Competent Practice Online: Pedagogical Challenges and Lessons Learned During the Pandemic. Journal of Social Work Education 57:sup1, pages 58-65.
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Articles from other publishers (3)

Lesley Andrew, Ken Robinson, Julie Dare & Leesa Costello. (2022) Nursing students doing gender: Implications for higher education and the nursing profession. Nursing Inquiry 30:1.
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Vanessa Van Bewer, Roberta L. Woodgate, Donna Martin & Frank Deer. (2021) Exploring Theatre of the Oppressed and Forum Theatre as pedagogies in nursing education. Nurse Education Today 103, pages 104940.
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Ariane Critchley & Mary Mitchell. (2020) Can Knowledge Exchange Forge a Collaborative Pathway to Policymaking? A Case Study Example of the Recognition Matters Project. The British Journal of Social Work 50:8, pages 2298-2318.
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