An Experiential Learning-Based Integrated Policy Advocacy Education Model in Hong Kong: What Works in a Non-Western and Partial Democratic Context?

Autor/inn/en	Wang, Julia Shu-Huah; Chui, Cheryl Hiu-Kwan; Jordan, Lucy; Chan, Kenneth Shing-Kwan
Titel	An Experiential Learning-Based Integrated Policy Advocacy Education Model in Hong Kong: What Works in a Non-Western and Partial Democratic Context?
Quelle	In: Journal of Social Work Education, 58 (2022) 2, S.346-364 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Julia Shu-Huah) ORCID (Chui, Cheryl Hiu-Kwan) ORCID (Jordan, Lucy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
DOI	10.1080/10437797.2020.1817818
Schlagwörter	Experiential Learning; Counselor Training; Social Work; Advocacy; Social Justice; Social Values; Specialists; Instructional Effectiveness; Foreign Countries; Political Attitudes; Competence; Student Attitudes; Hearings; Lecture Method; Student Participation; Self Efficacy; Intention; Negative Attitudes; Models; Teaching Methods; Undergraduate Students; Public Policy; Hong Kong + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Soziale Arbeit; Sozialanwaltschaft; Soziale Gerechtigkeit; Sozialer Wert; Unterrichtserfolg; Ausland; Political attitude; Politische Einstellung; Kompetenz; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Self-efficacy; Selbstwirksamkeit; Negative Fixierung; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Öffentliche Ordnung; Hongkong
Abstract	This study examined the effectiveness of an experiential learning-based integrated policy advocacy education model in Hong Kong, a partially democratic and non-Western society. The model incorporated guest lectures, a mock hearing, a site visit, and an advocacy project. A mixed methods evaluation involving 144 students in quantitative surveys and 9 students in focus groups demonstrated that this model increased students' levels of political activity, political efficacy, competence in advocacy, and their intention to take future advocacy action despite what some have perceived to be a pessimistic and ambivalent environment for advocacy in Hong Kong. Interviews with six advocates also suggest that an ideal advocacy education model should incorporate theoretical teaching, social justice values, sharing experiences of field experts, practice, and action. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01