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Abstract
This paper draws on classroom examples to discuss the integration of arts-informed teaching practices. Keeping in mind the increased awareness of the potential contributions of arts-informed practices to social work education and practice, the paper presents concrete examples of how such approaches could be applied in a graduate anti-oppression course. Through activities that relied on drawing and performance, students were engaged in critical reflection on knowledge, social work education and practice. Discussion of three classroom examples includes a description of the intended learning objectives, student reactions and feedback, as well as instructor learnings. The paper argues that graduate education undertaken on the principles of questioning knowledge could contribute to a critical deconstruction and reconstruction of social work practice and teaching, and arts-informed approaches could offer a contribution in this regard. Throughout the paper, the links to anti-oppression and social justice oriented approaches to social work are emphasized.