Critical reflexivity is a core learning goal of critical social work education and is most often taught through the use of abstract theory that students then connect to their own, and to their prospective clients’, lived experiences of privilege and oppression. Fiction engages the reader on multiple levels, intellectually, sensually and emotionally, and may stimulate different kinds of cognitive and affective responses and conversations about power, identity, subjectivity, oppression and intersectionality. This study explores critical emotional reflexivity in MSW student work when students are required to engage with fiction, as both readers and authors. Secondary data analysis of submitted course work will be undertaken, including 1) a case study written about a fictional character in one of the 5 assigned books, 2) a reflective self-evaluation of learning through fiction, and 3) a piece of creative writing that illustrates how power operates through multiple subject positions in a fictional situation. The findings from this study will be shared with Social Work educators and will contribute knowledge to the Scholarship of Teaching field of arts-based education.
Year Project Started:
(e.g type 1000 for 1,000)