Struggling for congruency: principles and practices of anti-oppressive social work pedagogy

Campbell, Carolyn (2003) Struggling for congruency: principles and practices of anti-oppressive social work pedagogy. Doctoral (PhD) thesis, Memorial University of Newfoundland.

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Abstract

The author begins by describing and problematizing the term "anti-oppressive theory and practice", the current nomenclature for a social work approach committed to social justice. After reviewing the professional, theoretical, political, and practice contexts of this practice approach she summarizes the essential content areas of anti-oppressive curricula and demonstrates the importance of the research question How do instructors strive for congruency between the content and process of education for anti-oppressive social work practice? A literature review reveals four key themes related to pedagogical congruency: modeling, deconstructing foundational knowledge claims, attending to affective and subjective learning in the exploration of identity and difference, and negotiating power and authority. The author then presents the research process used to investigate the above question, addressing the paradigmatic foundation of the research, describing the collective case study methodology, and justifying the use of the 'ideal type' as an interpretative technique. -- The findings of the research are presented in two stages. In the first, a composite picture of the six case studies, using an ideal type construct, represents the consensus evident within the data. Pedagogical principles and practices are described, and issues such as identity and difference, modeling, the uniqueness of professional education, the classroom power practices of students and instructors, and barriers to anti-oppressive pedagogy are explored. In the second stage, detailed quotes from research participants are used to illustrate the divergence found within the data, especially relating to issues of modeling, the context of anti-oppressive practice, the role of social work educators, and working with identity and difference. -- Analysis of the findings illuminates the enigmatic and evolving nature of anti-oppressive theory and practice. New pedagogical themes that extend our understanding of pedagogical congruency are presented and existing themes are critiqued. Identified directions for future enquiry include the further development of unique pedagogical practices, the exploration of student learning, transference of learning from the classroom to practice, and greater attention to the structural and institutional supports needed to promote anti-oppressive pedagogy.

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