ABSTRACT

In this article, we discuss findings from a study centering students’ narratives about their experiences of using arts-informed approaches to teaching and learning in social work classrooms. The study interviewed thirteen graduate and undergraduate students about their experiences in social justice and anti-oppressive classrooms. Informed by constructivist grounded theory, we analyzed students’ conceptualizations and interpretations of how using art better facilitated their learning and connection to social work practice. Specifically, the article discusses three interrelated themes that emerged for students as they emphasized the importance of such approaches in their education: enhanced connections to others; connecting emotionally to social issues and social work; and connection to self through enhanced awareness. We conclude the analysis with some guidelines for educators for integrating arts-informed approaches in the classroom.

摘要

在本文中，我们讨论了一项研究的结果，该研究以学生的叙述为中心，讲述了他们在社会工作课堂中使用以艺术为基础的教学方法的经历。该研究采访了 13 名研究生和本科生，了解他们在社会正义和反压迫课堂上的经历。在建构主义基础理论的指导下，我们分析了学生对如何使用艺术更好地促进他们的学习和与社会工作实践的联系的概念化和解释。具体来说，本文讨论了学生在强调这种方法在教育中的重要性时出现的三个相互关联的主题：加强与他人的联系；将情感与社会问题和社会工作联系起来；并通过增强意识与自我联系。