Ecological Literacy in Social Work Education: Using a Scenario-based Approach to bring Community Spaces into the Classroom

Jones, Peter (2014) Ecological Literacy in Social Work Education: Using a Scenario-based Approach to bring Community Spaces into the Classroom. In: Proceedings of the XI International Transformative Learning Conference, pp. 365-370. From: XI International Transformative Learning Conference: spaces of transformation and transformation of space, 23-26 October 2014, New York, NY, USA.

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Abstract

The social work profession is increasingly being called upon to deal with the social consequences of the global ecological crisis, including climate change. Despite this the profession has been slow to engage with issues of environment and ecology, instead tending to retain an exclusively socio-cultural focus. As this situation is challenged by social workers recognising the importance of an eco-social approach, efforts are being made to integrate issues of the environment into the social work curriculum. This paper describes the use of a scenario-based approach to bring the space of 'community' into the classroom, allowing students can engage in a collaborative exercise to explore community development oriented action for a sustainable future. The use of a scenario-based approach has proven effective in supporting learners to challenge existing assumptions about environment, community and the social work profession, and in creating a safe and supported space where new ways of thinking and being can be tested out. The paper backgrounds the discussion around environmental issues within social work, discusses the use of scenario-based techniques and details the use of one such technique in a core social work unit.

Item ID: 35562
Item Type: Conference Item (Refereed Research Paper - E1)
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Date Deposited: 31 Mar 2015 01:02
FoR Codes: 16 STUDIES IN HUMAN SOCIETY > 1607 Social Work > 160799 Social Work not elsewhere classified @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930299 Teaching and Instruction not elsewhere classified @ 100%
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