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ERIC Number: EJ1106146
Record Type: Journal
Publication Date: 2016
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1043-7797
EISSN: N/A
Teaching Note--Third Space Caucusing: Borderland Praxis in the Social Work Classroom
Hudson, Kimberly D.; Mountz, Sarah E.
Journal of Social Work Education, v52 n3 p379-384 2016
This teaching note examines the use of intentional, identity-centered spaces in the social work classroom. We discuss the use of identity-based caucusing as a means of centering the embodied and lived experiences of students in the social work classroom, drawing from previous classroom experiences in an MSW foundation course on social justice at a large public university. Specifically, we consider borderland perspectives and postcolonial constructions of third spaces and their usefulness in social work pedagogy. In particular, we pose questions regarding the use of third space caucusing as a means of embracing and affirming both/and, neither/nor identity positionalities. We also consider possibilities of student-centered, critical pedagogical approaches while paying attention to the unique challenges and contexts of social work education.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A