Exploring Power and Privilege Using Participatory Learning and Action Techniques.
In contexts of extreme inequality in terms of resources, power and privilege, such as South Africa, students preparing to enter caring professions need to develop the capacity to become critical, thinking and caring people. This would include imagination, a desire for learning, respect and recogniti...
| Publicado en: | Social Work Education Vol. 29; no. 5; pp. 551 - 573 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Aug2010
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=52062976&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 52062976 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 02615479 36Q jtl: Social Work Education issn: 02615479 maglogo: N pubinfo: dt: Aug2010 vid: 29 iid: 5 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 52062976 10.1080/02615470903193785 ppf: 551 ppct: 22 formats: fmt: – @attributes: type: T – @attributes: type: P size: 469KB tig: atl: Exploring Power and Privilege Using Participatory Learning and Action Techniques. aug: au: Bozalek, Vivienne Biersteker, Linda affil: University of the Western Cape, South Africa Early Learning Research Unit, Cape Town, South Africa su: South Africa Educational cooperation Alternative education Experiential learning Social justice Equality Collaborative learning Blended learning sug: subj: Educational cooperation Alternative education Experiential learning Social justice Equality South Africa Collaborative learning Blended learning keyword: Anti-discriminatory Practice Blended Learning Collaboration Diversity Experiential Learning Higher Education Reflective Learning Social Justice Students Anti-discriminatory Practice Blended Learning Collaboration Diversity Experiential Learning Higher Education Reflective Learning Social Justice Students ab: In contexts of extreme inequality in terms of resources, power and privilege, such as South Africa, students preparing to enter caring professions need to develop the capacity to become critical, thinking and caring people. This would include imagination, a desire for learning, respect and recognition, and democratic practice across racial and class differences. A Participatory Learning and Action (PLA) approach provides a valuable basis from which students can engage in experiential learning about differences and inequalities. In addition, the approach can encourage developing health and human service professionals to be critically reflective in relation to social, political and cultural assumptions they may hold about themselves and others, becoming effectors of social change. We examine how the use of PLA techniques in pedagogic practice provides an environment in which students are able to share their locations and histories across differences of race, class and gender. We describe a joint project involving senior undergraduate students of the Social Work and Occupational Therapy Departments at the University of the Western Cape, and Community Psychology at Stellenbosch University in 2006 and 2007. The article describes how the PLA exercises contributed to students' knowledge of self and others towards anti-oppressive professional practice. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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