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dc.contributor.authorMaksymluk, Annastasiaen
dc.date.accessioned2017-03-17T10:00:23Z
dc.date.available2017-03-17T10:00:23Z
dc.date.issued2017-03
dc.identifier.citationMaksymluk, A. (2017) 'Using auto ethnography as a learning tool within the social work class-room: the experience of delivering an ‘immersive’ module' Journal of pedagogic development 7 (1) 39-52en
dc.identifier.issn2047-3265
dc.identifier.urihttp://hdl.handle.net/10547/622059
dc.description.abstractThis paper explores the first delivery of an introductory module, ‘What is Social Work’ to a Year 1 cohort of students on a B.A Social Work programme. Unusually, this module is delivered in an immersive format. Delivery of teaching via the vehicle of an ‘immersive module’ lies under an umbrella term for shortened, intensive courses. The immersive module is constructed with an aim of achieving double/triple loop learning via auto ethnographic practice. Specifically, with relation to Social Work education, auto ethnography is utilized within this accelerated teaching space to assist students to assimilate a rigorous form of critical reflection. Auto ethnography also provides the educator with a form of data collection and method of analysis. My findings reveal how this method of teaching provides an opportunity to model practice that is contextualised and relationship-based. This is in contrast to a current U.K practice background of largely statutory based de-politicized, individualistic Social Work.
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.urlhttps://journals.beds.ac.uk/ojs/index.php/jpd/issue/viewIssue/29/7en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectauto ethnographyen
dc.subjectautobiographyen
dc.subjectimmersive intensive teachingen
dc.subjectcritical reflectionen
dc.subjectauto-ethnographyen
dc.titleUsing auto ethnography as a learning tool within the social work class-room: the experience of delivering an ‘immersive’ moduleen
dc.typeArticleen
dc.contributor.departmentUniversity of Plymouthen
dc.identifier.journalJournal of pedagogic developmenten
html.description.abstractThis paper explores the first delivery of an introductory module, ‘What is Social Work’ to a Year 1 cohort of students on a B.A Social Work programme. Unusually, this module is delivered in an immersive format. Delivery of teaching via the vehicle of an ‘immersive module’ lies under an umbrella term for shortened, intensive courses. The immersive module is constructed with an aim of achieving double/triple loop learning via auto ethnographic practice. Specifically, with relation to Social Work education, auto ethnography is utilized within this accelerated teaching space to assist students to assimilate a rigorous form of critical reflection. Auto ethnography also provides the educator with a form of data collection and method of analysis. My findings reveal how this method of teaching provides an opportunity to model practice that is contextualised and relationship-based. This is in contrast to a current U.K practice background of largely statutory based de-politicized, individualistic Social Work.


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