Teaching for change in social work: a discipline-based argument for the use of transformative approaches to teaching and learning

Abstract

Transformative learning approaches have been applied in a diverse range of educational settings, where they have been used to develop an understanding of learners’ experiences and to guide teaching and learning practices in ways that promote individual and social change. This article argues that despite clear congruence between many of the features of transformative learning theories and the nature and aims of social work education, this theoretical perspective has yet to be incorporated into thinking around critical approaches to the education of future social work practitioners. Drawing on literature that highlights the centrality of experience, critical reflection, and dialogue to the learning process, and that demonstrates a commitment in both social work and the broader field of transformative education to promoting individual and social change, the benefits of using a transformative learning approach in social work education are discussed. These benefits may be of particular significance for social work educators seeking to promote emancipatory perspectives in their profession.