Literaturnachweis - Detailanzeige
| Autor/inn/en | Frank, Jennifer M.; Granruth, Laura Brierton; Girvin, Heather; VanBuskirk, Anna |
|---|---|
| Titel | Bridging the Gap Together: Utilizing Experiential Pedagogy to Teach Poverty and Empathy |
| Quelle | In: Journal of Social Work Education, 56 (2020) 4, S.779-792 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1043-7797 |
| DOI | 10.1080/10437797.2019.1661904 |
| Schlagwörter | Empathy; Poverty; Social Work; Teaching Methods; Counselor Training; Social Differences; Experiential Learning; Counselor Educators; Cultural Differences; Partnerships in Education; Student Attitudes; Pretests Posttests; Rural Areas; School Community Relationship |
| Abstract | In light of community changes and curricular deficits, it is essential for social work educators to find ways to teach social empathy and poverty content to students who may or may not have had much direct contact with economically diverse households in their formative years. Our framework and research pick up where well-intended policy efforts leave off. Because social empathy may serve as a pathway to close the gap between lived realities, we work toward bridging the divide of socioeconomic difference through social connection. In our experiential learning event, Bridging the Gap Together (BTGT), we partner with a local agency to have a dinner and an interactive question and answer session aimed at humanizing both groups' lived realities. Experiential learning through intentional social connection may provide an opportunity for social work educators to bridge both sociocultural and curricular gaps. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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