ABSTRACT

Against neoliberal and new managerial pushes in higher education, educators have a responsibility to engage students in transformational learning and prepare them for the complex world of work. This article describes the use of emancipatory praxis by engaging students in identifying structural sources of advantages and/or privilege, and reports on the data obtained from the written and oral reports of undergraduate social work students taking part in a teaching session on critical reflexivity at a Norwegian University. The data reveal the power of emancipatory praxis in heightening consciousness of intersecting social criteria, such as nationality, race, gender, religion and sexuality in creating obstacles and/or access to power, status and resources. The article lends voice to the students and details their responses to the exercise.

摘要

反对高等教育中新自由主义和新管理的推动，教育工作者有责任让学生参与变革性学习，并为他们适应复杂的工作世界做好准备。本文描述了通过让学生识别优势和/或特权的结构性来源来使用解放实践，并报告了从社会工作本科生参加批判性反思性教学课程的书面和口头报告中获得的数据。挪威大学。这些数据揭示了解放实践在提高对交叉社会标准的认识方面的力量，例如国籍、种族、性别、宗教和性取向，在创造障碍和/或获得权力、地位和资源方面。这篇文章向学生们发出了声音，并详细介绍了他们对练习的反应。