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Developing a poverty-aware pedagogy : from paradigm to reflexive practice in post-academic social work education

Griet Roets (UGent) , Laura Van Beveren (UGent) , Yuval Saar-Heiman, Heidi Degerickx, Caroline Vandekinderen (UGent) , Michal Krumer-Nevo, Kris Rutten (UGent) and Rudi Roose (UGent)
(2020) BRITISH JOURNAL OF SOCIAL WORK. 50(5). p.1495-1512
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Abstract
Social work scholars haveargued that poverty reminds us of the necessary commitmentto educate professional social workers in the development of poverty-aware practices. Being inspired by a conceptual framework thatcaptureshow poverty-awareness can be the subject of teaching in social work programs, this article offers a qualitative analysis of the reflections being made by a cohort of students about their learning process in a post-academiccourse. Five common themesare discussed: (1) from recognizing micro-aggressions to tackling macro-aggressions, (2) poverty is an instance of social injustice and requires collective indignation, (3) notions of commitment and solidarityare ambiguous, (4) poverty is an instance of social inequality rather than merely social exclusion, and (5) from being heroic agents tosocial change ‘from within’. Based on these findings, we raise thelessons learned for social work educators.
Keywords
Inequality, poverty, poverty-aware paradigm, reflexivity, social justice, social work education, USER PARTICIPATION, POLICY, EMPOWERMENT, WELFARE

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MLA
Roets, Griet, et al. “Developing a Poverty-Aware Pedagogy : From Paradigm to Reflexive Practice in Post-Academic Social Work Education.” BRITISH JOURNAL OF SOCIAL WORK, vol. 50, no. 5, 2020, pp. 1495–512, doi:10.1093/bjsw/bcaa043.
APA
Roets, G., Van Beveren, L., Saar-Heiman, Y., Degerickx, H., Vandekinderen, C., Krumer-Nevo, M., … Roose, R. (2020). Developing a poverty-aware pedagogy : from paradigm to reflexive practice in post-academic social work education. BRITISH JOURNAL OF SOCIAL WORK, 50(5), 1495–1512. https://doi.org/10.1093/bjsw/bcaa043
Chicago author-date
Roets, Griet, Laura Van Beveren, Yuval Saar-Heiman, Heidi Degerickx, Caroline Vandekinderen, Michal Krumer-Nevo, Kris Rutten, and Rudi Roose. 2020. “Developing a Poverty-Aware Pedagogy : From Paradigm to Reflexive Practice in Post-Academic Social Work Education.” BRITISH JOURNAL OF SOCIAL WORK 50 (5): 1495–1512. https://doi.org/10.1093/bjsw/bcaa043.
Chicago author-date (all authors)
Roets, Griet, Laura Van Beveren, Yuval Saar-Heiman, Heidi Degerickx, Caroline Vandekinderen, Michal Krumer-Nevo, Kris Rutten, and Rudi Roose. 2020. “Developing a Poverty-Aware Pedagogy : From Paradigm to Reflexive Practice in Post-Academic Social Work Education.” BRITISH JOURNAL OF SOCIAL WORK 50 (5): 1495–1512. doi:10.1093/bjsw/bcaa043.
Vancouver
1.
Roets G, Van Beveren L, Saar-Heiman Y, Degerickx H, Vandekinderen C, Krumer-Nevo M, et al. Developing a poverty-aware pedagogy : from paradigm to reflexive practice in post-academic social work education. BRITISH JOURNAL OF SOCIAL WORK. 2020;50(5):1495–512.
IEEE
[1]
G. Roets et al., “Developing a poverty-aware pedagogy : from paradigm to reflexive practice in post-academic social work education,” BRITISH JOURNAL OF SOCIAL WORK, vol. 50, no. 5, pp. 1495–1512, 2020.
@article{8651229,
  abstract     = {{Social  work  scholars  haveargued that  poverty  reminds  us  of  the  necessary commitmentto educate  professional  social  workers  in  the  development  of  poverty-aware  practices. Being inspired by a conceptual framework thatcaptureshow poverty-awareness can be the subject of teaching  in  social  work  programs, this article  offers  a  qualitative  analysis  of  the  reflections being made by a cohort of students about their learning process in a post-academiccourse. Five common  themesare  discussed: (1)  from  recognizing  micro-aggressions  to  tackling  macro-aggressions, (2) poverty  is an instance of social injustice and requires  collective indignation, (3) notions of commitment and solidarityare ambiguous, (4) poverty is an instance of social inequality rather than merely social exclusion, and (5) from being heroic agents tosocial change ‘from within’.  Based on these findings, we raise thelessons learned for social work educators.}},
  author       = {{Roets, Griet and Van Beveren, Laura and Saar-Heiman, Yuval and Degerickx, Heidi and Vandekinderen, Caroline and Krumer-Nevo, Michal and Rutten, Kris and Roose, Rudi}},
  issn         = {{0045-3102}},
  journal      = {{BRITISH JOURNAL OF SOCIAL WORK}},
  keywords     = {{Inequality,poverty,poverty-aware paradigm,reflexivity,social justice,social work education,USER PARTICIPATION,POLICY,EMPOWERMENT,WELFARE}},
  language     = {{eng}},
  number       = {{5}},
  pages        = {{1495--1512}},
  title        = {{Developing a poverty-aware pedagogy : from paradigm to reflexive practice in post-academic social work education}},
  url          = {{http://doi.org/10.1093/bjsw/bcaa043}},
  volume       = {{50}},
  year         = {{2020}},
}
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