'Exploring Heteronormativity': A teaching programme to develop experience-based knowledge of the reproduction of power asymmetries
Social workers have a mandate to reduce discrimination and oppression. However, training for social workers does little to equip candidates with knowledge of power structures, such as gender and sexuality. The purpose of this article is to show how social work students in a teaching programme, ‘Expl...
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| Format: | Article in Journal/Newspaper |
| Language: | English |
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Taylor & Francis
2023
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| Online Access: | https://hdl.handle.net/10037/29498 https://www.tandfonline.com/doi/full/10.1080/13691457.2023.2227778 |
| Summary: | Social workers have a mandate to reduce discrimination and oppression. However, training for social workers does little to equip candidates with knowledge of power structures, such as gender and sexuality. The purpose of this article is to show how social work students in a teaching programme, ‘Exploring Heteronormativity’, gain personal experience of how power asymmetries are reproduced. Central to the programme is a pedagogical fieldwork activity whereby the students break the tacit norm of heterosexuality by acting as same-sex couples in the cityscape. The students experienced various marginalising actions during the activity. This teaching programme has been conducted nine times with students in the bachelor’s and master’s degree social work programmes at UiT The Arctic University of Norway, in the 2013–2019 period. The article argues for increased application of power-critical theory, and for social work education to ensure that students gain firsthand experience of how power asymmetries are reproduced. In conclusion, recommendations are given for the education of social workers. |
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