Teaching Diversity Strategies

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Harvard University *

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Management

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Nov 24, 2024

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Uploaded by naomi28102002

1 Teaching Diversity Strategies Name Institution Course Professor Date

2 Teaching Diversity Strategies Kohli et al. (2010) discuss the historical and theoretical development of culturally knowledgeable social work practice. The article explores the significance of comprehending cultural competence, diversity, and justice in social work, underscoring best training practices for the concepts. I selected ‘Culturally Transferrable Core’ approach proposed by Taylor (1999) form Table 3. The concept contends that social work shares some key obligations, tasks, and values that can serve as a culturally transferable core across borders. As it recognizes the basic concepts and tasks of social work that can be utilized across multiple cultural contexts, the approach is useful for shaping instructive approaches. The approach emphasizes the significance of identifying and comprehending the profession's shared values and duties while remaining sensitive to the cultural subtleties and settings in which these principles are applied. Reflective journaling could be one unique teaching approach to improving self-awareness among social work students at both the undergraduate and graduate levels. Students would be urged to reflect often on their experiences, views, biases, and cultural origins. Furthermore, they can critically evaluate their reactions to various scenarios offered in the curriculum. Reflective journaling is commonly utilized in social work education to increase students' self-awareness and cultural competence (Hubbs & Brand, 2005). Studies have found reflective activities to improve students' ability to notice their own cultural prejudices and generate greater compassion and awareness of varied customers. Reflective journaling as a teaching tool correlates with the Culturally Transferable Core approach by generating a deep awareness of one's cultural viewpoints and biases. It enables students to consider how their cultural experience might impact their professional practice while

3 acknowledging the shared obligations and ideals that constitute the cornerstone of social work across cultures. Another specific instructional technique for helping undergraduate and graduate social work students observe people's individuality could involve case-based learning and role-play activities. Students can obtain practical insights into the personalities and different perspectives of clients from different cultures by presenting distinct case scenarios. Role-playing allows students to represent various client viewpoints and issues, fostering empathy and cultural sensitivity. Case-based learning and role-playing activities have improved students' comprehension of customer uniqueness and cultural adaptability (Sapeni & Said, 2020). Such active learning methods allow students to integrate theoretical information into real-world circumstances, increasing cultural awareness and client-centered practice. The teaching style of case-based learning and role-playing blends with the Culturally Transferable Core model by highlighting the significance of being sensitive to clients' various experiences and individuality while employing core social work principles. Students can grasp how these concepts manifest in various cultural situations by participating in experiential learning. Through the utilization of pedagogical approaches that foster self-awareness and an appreciation for the distinctiveness of each individual, students pursuing social work education are endowed with enhanced capabilities to challenge preconceived notions, address prejudices, and deliver services that are culturally sensitive and centered around the needs of the individual. The production of social workers who possess cultural competence and demonstrate appreciation for individual diversity plays a crucial role in driving social progress, which is achievable

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4 through cultivating inclusivity, dismantling systemic inequalities, and promoting a society characterized by justice and equity. The practice of these students significantly impacts their interactions with clients, communities, and policy-making, leading to constructive transformations in the realm of social work. Reference Hubbs, D. L., & Brand, C. F. (2005). The paper mirror: Understanding reflective journaling. Journal of Experiential Education, 28 (1), 60-71. Kohli, H. K., Huber, R., & Faul, A. C. (2010). Historical and theoretical development of culturally competent social work practice. Journal of Teaching in Social Work, 30 (3), 252-271. Sapeni, M. A. A. R., & Said, S. (2020). The effectiveness of case-based learning in increasing critical thinking of nursing students: A literature review. Enfermería Clínica, 30 , 182- 185.

Teaching Diversity Strategies

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