Playful Postmodernism: Building with Diversity in the Postmodern Classroom

Integrating a Transcultural Perspective into the Social Work Curriculum: A Descriptive and Exploratory Study

“…At the same time, some students expressed that grasping how all of the elements of the model complemented one another and how they might be applied in different contexts remained challenging. The struggle to reconcile perspectives that may appear contradictory is reflected in the social work literature (Abrams & Gibson, 2007;Carter-Black, 2007;Comerford, 2005;Feldman et Lu et al, 2005;Martinez-Brawley, 2000;Mildred & Zúñiga, 2004;Morley, 2008;Mullaly, 2001;Phan et al, 2009;Steiner et al, 2003;Vodde, 2000). Consequently, it may not be surprising to find this quandary echoed in student evaluations.…”

“…Although some studies have examined potential measures of cultural competence that might be used across programs (Boyle & Springer, 2001;Krentzman & Townsend, 2008), our study explored student learning in relation to a specific model adopted by one school of social work: a transcultural perspective. Similarly, studies have described assessment of student learning related to a wide variety of pedagogical approaches to addressing diversity and anti-oppressive practice (Heron, 2004, Phan et al, 2009, Schmitz et al, 2001van Wormer & Snyder, 2007); critical race theory (Abrams & Moio, 2009;Ortiz & Janis, 2010); empathy and cultural sensitivity (Lu et al, 2005); postmodernism (Feldman et al, 2009); and cultural competence based on a combination of knowledge, skills, and values (Cordero, 2008;Guy-Walls, 2007;Manoleas, 1994;Lee, Brown, & Bertera, 2010;Steiner et al, 2003). Studies exploring innovations in teaching and assessment are important in the context of accreditation standards for social work education, which emphasize the importance of measuring student learning in relation to program-specific learning outcomes (Halloway, 2009).…”

“…Drawing from a postmodern perspective, other educators point out that categorical or binary views of culture, race, or gender fail to account for the complexity of individual and community identities (Hall, 2005;Keddell, 2009;McPhail, 2004;Suarez, Newman, & Reed, 2008) and caution against adopting universal views of culture or "grand theories" about power and social change (Martinez-Brawley, 1999;Williams & Sewpaul, 2004). From this perspective, practice and pedagogical approaches that set aside the expert role in favor of honoring client and community experiences and contexts are favored, such as narrative approaches in practice, deconstruction, and dialogue in classrooms, and the creation of context-specific partnerships (Carter-Black, 2007;Danto, 2008;Feldman et al, 2009;Juarez et al, 2006;Keddell, 2009;Kelley, 1995;Keenan, 2004;Phan et al, 2009;Suarez et al, 2008;Schmitz et al, 2001) Although some of these approaches appear contradictory rather than complementary, a number of articles present specific strategies employed by schools of social work to bridge these different perspectives or to translate them into effective pedagogy (Abrams & Gibson, 2007;Carter-Black, 2007;Comerford, 2005;Feldman et al, 2009;Hall & Theriot, 2007;Lu et al, 2005;Martinez-Brawley, 1999;Mildred & Zúñiga, 2004;Morley, 2008;Mullaly, 2001;Phan et al, 2009;Steiner, Brzuzy, Gerdes, & Hurdle, 2003;Vodde, 2000). Williams (2006) suggests that cultural competence might be "defined by the capacity to work across multiple paradigms to find ways to engage with clients" (p. 209).…”

Practicing in the Uncertain: Reworking Standardized Clients as Improv Theatre

“…There is a type of learning that happens when students engage in an exercise where there isn't a right answer, where they make it up as they go along. The playfulness of this type of exercise allows the opportunity for the pleasure of the process to emerge (Spolin, 1999;Feldman et al, 2009). It helps calm some of our harshest voices, those that need quieting in order to open our empathy for others.…”