Teaching and Learning Social Change

Authors

  • Amie Thurber Portland State University
  • Helen Buckingham
  • Jordenn Martens
  • Rebecca Lusk
  • Darrylann Becker
  • Stacey Spenser

DOI:

https://doi.org/10.15402/esj.v8i2.70743

Keywords:

social work education, community-engaged learning, social justice, community practice

Abstract

How can social work courses prepare students to be scholars of social movements, and also to act in solidarity with movements for social justice? How can graduate programs reimagine the professional socialization of social work students from aspiring for expertise toward a stance of life-long learning? How can instructors more deeply leverage our teaching practice to advance justice in our communities? This paper traces one attempt to answer these questions through a three-quarter graduate social work course designed to deepen students’ skills and knowledge in practices for social transformation, while amplifying existing social justice movements. Drawing on reflections from the instructor and five students, course artifacts, and insights from other students and community partners, this case study offers a model of community-engaged teaching that centers solidarity, reciprocity, and justice. 

Author Biographies

Amie Thurber, Portland State University

is an Assistant Professor of Social Work at Portland State University. 

 

Helen Buckingham

is a Supportive Housing Navigator and Case Management Specialist, and a writer, from Beaverton, Oregon.

Jordenn Martens

is a Medical Social Worker from Portland, Oregon.

 

Rebecca Lusk

is a Child Protective Services Supervisor with the Oregon Department of Human Services.

Darrylann Becker

is a Medical Social Worker in a hospital emergency department in Oregon.

Stacey Spenser

is a Diversity, Equity, and Inclusion Business Partner at Oregon State Treasury.

References

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Engaging Feminisms: Challenging Exceptionalism Imaginaries

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Published

2022-11-26

How to Cite

Thurber, A., Buckingham, H., Martens, J., Lusk, R., Becker, D., & Spenser, S. (2022). Teaching and Learning Social Change. Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning, 8(2), 82–99. https://doi.org/10.15402/esj.v8i2.70743

Issue

Vol. 8 No. 2 (2022): Challenging Exceptionalist Imaginaries through Feminist Community Engagements

Section

Essays

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