REFLECTIVE PRACTICE IN CONTEMPORARY SOCIAL WORK CLASSROOMS
Abstract
Social work literature provides analysis and strategies about teaching social work practice and its interrelationship with a diverse society. In this paper, we present a framework to aid instructors' understanding of and response to conflict in the classroom, which is unavoidable. We propose the reflective practitioner paradigm along with the contributions of mindfulness, as useful for social work instructors in examining their practice as educators. We conclude with practice principles that integrate 3 bodies of knowledge: reflective practice, mindfulness, and social work pedagogy on diversity. These principles apply to the individual educator, communication among educators, and social work departments.
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Other social work and education academics have explored the value of mindfulness for moving beyond cognitive understandings of internalised oppression.
“Similarly, other social work (Mishna and Bogo, 2007;Pyles, 2018) and education academics (Berila, 2016) have explored the value of mindfulness for moving beyond cognitive understandings of internalised oppression.”
From Critical Mindfulness in Social Work: Exploring the Potential of Reflexive Self-Care in the Journey from Student to Social Worker (2022) · cites this paper as Mishna and Bogo, 2007
Cites
Mindfulness-based interventions in context: Past, present, and future
Kabat-Zinn, J. (2003) · Clinical Psychology: Science and Practice · doi:10.1093/clipsy.bpg016 · Cited by 8,615 · cited 2× · see citing works
“Programs informed by mindfulness have been developed for a wide range of settings such as schools, workplaces, and prisons (Kabat-Zinn, 2003).”
BackgroundMindfulness-based interventions in context: Past, present, and future.
Kabat-Zinn, J. (2003) · Clinical Psychology: Science and Practice · doi:10.1093/clipsy/bpg016 · Cited by 8,612 · see citing works
Tatum, B. (1992) · Harvard Educational Review · doi:10.17763/haer.62.1.146k5v980r703023 · Cited by 1,040 · see citing works
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Crowder, R., & Sears, A. (2017) · Australian Social Work · doi:10.1080/0312407x.2016.1203965 · Cited by 101 · see citing works
Brief mindfulness training in the social work practice classroom
Thomas, J. T. (2017) · Social Work Education · doi:10.1080/02615479.2016.1250878 · Cited by 38 · see citing works
Wong, Y.-L. R. (2013) · Journal of Religion & Spirituality in Social Work: Social Thought · doi:10.1080/15426432.2013.801748 · Cited by 37 · see citing works
McCusker, P. (2022) · The British Journal of Social Work · doi:10.1093/bjsw/bcaa246 · Cited by 21 · see citing works
- Authors
- Mishna, F., & Bogo, M.
- Affiliations
- University of Toronto (CA)
- Venue
- Journal of Social Work Education
- Publisher
- Informa UK Limited
- Published
- 2007-09
- Volume
- 43
- Issue
- 3
- Pages
- 529-544
- ISSN
- 1043-7797 (ISSN-L)
- 2163-5811
- OpenAlex
- W2004454833
- Cited by
- 79
- References
- 3
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 4 · 2023: 2 · 2022: 3 · 2021: 3 · 2020: 3 · 2019: 9 · 2018: 6 · 2017: 8 · 2016: 4 · 2015: 6 · 2014: 3 · 2013: 5 · 2012: 6
- FWCI
- 9.97
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Social Work Education (publishedVersion)
- Topics
- Social Sciences › Public Administration › Social Work Education and Practice
- Social Sciences › Education › Reflective Practices in Education
- Social Sciences › Education › Adult and Continuing Education Topics
- Keywords
- reflective practice, mindfulness, social work pedagogy, classroom conflict, diversity in teaching, social work departments
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