USING CURRENT EVENTS TO ENHANCE LEARNING: A SOCIAL WORK CURRICULAR CASE EXAMPLE

References

• Bean, J. C. (2001). The professor's guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco: Jossey-Bass.
   Google Scholar
• Bellefeuille, G. L. (2006). Rethinking reflective practice education in social work education: A blended constructivist and objectivist instructional design strategy for a Web-based child welfare practice course. Journal of Social Work Education, 42, 85–103.
   Google Scholar
• Besthorn, F. H. (2007). En-voicing the world: Social constructionism and essentialism in natural discourse—How social work fits in. In S. L. Witkin & D. Saleebey (Eds.), Social work dialogues: Transforming the canon in inquiry, practice, and education (pp. 167–202). Alexandria, VA: Council on Social Work Education.
   Google Scholar
• Boyer, E. L. (1990). Scholarship reconsidered: Priorities of a professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.
   Google Scholar
• Brookfield, S. D., & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic classrooms (2nd ed.). San Francisco: Jossey-Bass.
   Google Scholar
• Cambron, S., Grise-Owens, E., Valade, R., & Cooper, L. (2007, October). Katrina through the curriculum: Innovations in contextual learning for the next generation. Paper presented at the Annual Program Meeting of the Council on Social Work Education, San Francisco, CA.
   Google Scholar
• Carter, C. S. (2000). Church burning: Using a contemporary issue to teach community organization. Journal of Social Work Education, 36, 79–88.
   Google Scholar
• Council on Social Work Education. (2008). Educational policy and accreditation standards. Retrieved September 29, 2009, from http://www.cswe.org/CSWE/accreditation/200811+2008+EPAS+Assistance.htm
   Google Scholar
• Cross, K. P., & Steadman, M. H. (1996). Classroom research: Implementing the scholarship of teaching. San Francisco: Jossey-Bass.
   Google Scholar
• Doolittle, A. (2006, April). Students as work horses and guinea pigs: Ethical implications. Paper presented at the meeting of the Kentucky Association of Social Work Educators, Louisville, KY.
   Google Scholar
• Finn, J. L., & Jacobson, M. (2007). Just practice: A social justice approach to social work. Peosta, IA: Eddie Bowers Publishing.
   Google Scholar
• Fogel, S. J., & Cook, J. R. (2006). Considerations on the scholarship of engagement as an area of specialization for faculty. Journal of Social Work Education, 42, 595–606.
   Google Scholar
• Fong, R., & Lum, D. (2004). Developing an integrated model of cultural competence in social work education. In L. Gutierrez, M. Zuniga, & D. Lum (Eds.), Education for multi cultural social work practice: Critical viewpoints and future directions (pp. 19–30). Alexandria, VA: Council on Social Work Education.
   Google Scholar
• Friere, P. (2005). Pedagogy of hope: Reliving pedagogy of the oppressed. (R. B. Barr, Trans.). New York: Continuum.
   Google Scholar
• Friere, P. (2007). Pedagogy of the oppressed (30th anniversary ed. ). (M. Bergman Ramos, Trans.). New York: Continuum.
   Google Scholar
• Galambos, C. (2008). From the editor—A dialogue on social justice. Journal of Social Work Education, 44, 1–5.
   Google Scholar
• Gelman, C. R., & Mirabato, D. M. (2005). Practicing what we teach: Using case studies from 9/11 to teach crisis intervention from a generalist perspective. Journal of Social Work Education, 41, 479–494.
   Google Scholar
• Goldstein, H. (2001). Experiential learning: A foundation for social work education and practice. Alexandria, VA: Council on Social Work Education.
   Google Scholar
• Graham, M. A., (2003). Justice in teaching: Teaching as group work. In N. E. Sullivan, E. S. Mesbur, N. C. Lang, D. Goodman, & L. Mitchell (Eds.), Social work with groups: Social justice through personal, community, and societal change (pp. 213– 226). NY: Haworth Press.
   Google Scholar
• Grise-Owens, E., Cambron, E. R., Valade, R., & Cooper, L. (2007, April). Katrina across the curriculum: Using current events to engage learning. Paper presented at the meeting of the Kentucky Association of Social Work Educators, Murray, KY.
   Google Scholar
• hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
   Google Scholar
• hooks, b. (2003). Teaching community: A pedagogy of hope. New York: Routledge.
   Google Scholar
• Kimmel, A. J. (1998). In defense of deception. American Psychologist, 53, 803–805.
   Google Scholar
• Mezirow, J. (Ed.). (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Murphy, B. C., & Dillon, C. (2008). Interviewing in action in a multicultural world (3rd ed.). Belmont, CA: Brooks/Cole.
   Google Scholar
• Palmer, P. (1998). The courage to teach: Exploring the inner landscape of a teacher's life. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Papell, C. R. (1996). Reflections on issues in social work education. In N. Gould, & I. Taylor (Eds.), Reflective learning for social work. Aldershot, UK: Arena.
   Google Scholar
• Roche, S. E. (2007). Postmodern call and response. In S. L. Witkin & D. Saleebey (Eds.), Social work dialogues: Transforming the canon in inquiry, practice, and education (pp. 299–325). Alexandria, VA: Council on Social Work Education.
   Google Scholar
• Roche, S. E., Dewees, M., Trailweaver, R., Alexander, S., Cuddy, C., & Handy, M. (1999). Contesting the boundaries in social work education: A liberatory approach to cooperative learning and teaching. Alexandria, VA: Council on Social Work Education.
   Google Scholar
• Saleebey, D., & Scanlon, E. (2005). Is a critical pedagogy for the profession of social work possible? Journal of Teaching in Social Work, 25(3/4), 1–18.
   Google Scholar
• Sieber, J. E., & Dubois, J. M. (2005). Using our best judgment in conducting human research. Mawah, NJ: Erlbaum.
   Google Scholar
• Snyder, C., Peeler, J., & May, J. D. (2008). Combining human diversity and social justice education: A conceptual framework. Journal of Social Work Education, 44, 145–161.
   Google Scholar
• Solomon, B. (2007). Taking "guilty knowledge" seriously: Theorizing, everyday inquiry, and action as "social caretaking." In S. L. Witkin & D. Saleebey (Eds.), Social work dialogues: Transforming the canon in inquiry, practice, and education (pp. 94–112). Alexandria, VA: Council on Social Work Education.
   Google Scholar
• Sullivan, N. E., Mesbur, E. S., Lang, N. C., Goodman, D., & Mitchell, L. (Eds.). (2003). Social work with groups: Social justice through personal, community, and societal change. New York: Haworth Press.
   Google Scholar
• Valentine, D. P. (2003). A "useful" journal. Journal of Social Work Education, 39, 371–373.
   Google Scholar
• Van Soest, D., & Garcia, B. (2003). Diversity education for social justice: Mastering teaching skills. Alexandria, VA: Council on Social Work Education.
   Google Scholar
• Vella, J. (2002). Learning to listen: Learning to teach: The power of dialogue in educating adults (Rev. ed.). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Weimer, M. (2006). Enhancing scholarly work on teaching and learning: Professional literature that makes a difference. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Wheatley, M. J. (2002). Turning to one another: Simple conversations to restore hope to the future. San Francisco: Berrett-Koehler.
   Google Scholar
• Witkin, S. L. (2007). Toward a transformative social work. In S. L. Witkin & D. Saleebey (Eds.), Social work dialogues: Transforming the canon in inquiry, practice, and education (pp. 1–21). Alexandria, VA: Council on Social Work Education.
   Google Scholar
• Witkin, S. L., & Saleebey, D. (Eds.). (2007). Social work dialogues: Transforming the canon in inquiry, practice, and education. Alexandria, VA: Council on Social Work Education. Accepted: 06/09
   Google Scholar