ABSTRACT
This study discusses the use of experiential learning, reflective writing, and metacognition to develop cultural humility among undergraduate students enrolled in a social and economic justice course. Students participated in an activity that challenged them to learn about people who may have different social identities and experiences from their own such as attending a service in a religion different from their own. Then students wrote a reflective essay in which they used the margin of the paper as a safe space to write anything that came to mind during the writing process. A thematic analysis of students’ comments suggests that students used the space to examine their emotions, seek understanding of self and others, and recognize their privilege.
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Notes on contributors
Ninive Sanchez
Ninive Sanchez is Assistant Professor of Social Work,
Alexander Norka
Alexander Norka is a Bachelor of Social Work student,
Megan Corbin
Megan Corbin is a Master of Social Work student, and
Clark Peters
Clark Peters is Associate Professor of Social Work at University of Missouri.