ABSTRACT

This paper is grounded on Manassis’ four steps of the pedagogy of empathy. These empathic steps are coupled with Killick’s Critical Intercultural Practice as analytical lenses for my teaching notes and students’ reflective writings. My paper is a pedagogical reflection on the development of intercultural understanding in the context of a Bachelor of Social Work course called Intercultural Practice in Social Work. Social workers who are informed by intercultural learning, knowledge, and skills are well-equipped to work with individuals, families, and community to consider cultural differences and identities. MacEwan University’s Interdisciplinary Dialogue Project is used to enhance experiential learning stimuli in the Intercultural Practice course content, design, and delivery. The discussions and lessons learned illustrate the development of students’ intercultural understanding as participants in the interdisciplinary dialogues.

摘要

本文基于 Manassis 的移情教学法的四个步骤。这些移情步骤与 Killick 的批判性跨文化实践相结合，作为我的教学笔记和学生反思性写作的分析镜头。我的论文是在社会工作学士课程“社会工作中的跨文化实践”背景下对跨文化理解发展的教学反思。接受跨文化学习、知识和技能的社会工作者有能力与个人、家庭和社区合作，以考虑文化差异和身份。MacEwan 大学的跨学科对话项目用于增强跨文化实践课程内容、设计和交付中的体验式学习刺激。讨论和经验教训说明了学生作为跨学科对话参与者的跨文化理解的发展。