Using Experiential Exercises to Teach about Diversity, Oppression, and Social Justice

Abstract

Experiential exercises can be effectively incorporated into social work courses that focus on diversity, oppression, and social justice. This article describes three models of experiential activities, provides examples of exercises within the three models and empirical support for their effectiveness, and identifies criticisms surrounding their use in the classroom. The final section of the article offers general guidelines to instructors to prepare for experiential exercises, to implement them in the classroom, and to evaluate their impact on students.

Keywords:

• diversity
• social justice
• oppression
• experiential learning
• experiential exercises

Acknowledgments

An earlier version of this paper was presented at the 2006 Council on Social Work's Annual Program Meeting, Faculty Development Institute, by Elizabeth Cramer and Michael Sheridan.

Notes

¹For complete instructions to Lifeline, please contact the first author. For a list of simulation games to promote intercultural awareness, see Appendix A in Kohls & Knight, 1994.