Microaggressions in social work classrooms: strategies for pedagogical intervention

ABSTRACT

We present an in-depth example from a faculty development and peer consultation seminar to illustrate pedagogical strategies for intervening when microaggressions occur in social work classrooms. We provide a framework for social work educators to conceptualize such microaggressions within the context of larger historical and structural oppression and societal dynamics based on differential power and privilege to foster student learning and professional development. We demonstrate how using a mutual-aid model encourages heightened awareness, reflection, and teaching skill development. It also serves to illuminate how instructors might elucidate, interrupt without alienating, and transform microaggressions in the classroom into a learning opportunity.

KEYWORDS:

• Microaggressions
• faculty development
• social identity
• pedagogy
• interventions

Notes

¹ For further details, please see Garran et al. (2014).