"We feel, therefore We can be": A Model for Integration of Affective Domains in Diversity and Justice Courses
Location
Session 3 Presentations - Social Justice & Anti-Racism
Proposal Track
Research Project
Session Format
Presentation
Abstract
The use of affective learning processes supports the interrogation of student assumptions, biases, and behaviors that result from socialization in a diverse and inequitable world (Nadan & Stark, 2017). The challenges to effectively integrating affective learning processes within diversity-related social justice courses are considerable. With the on-going development and dynamic nature of diversity and social justice content in social work education, instructors can often find themselves moving quickly to attain the latest texts and literature while deepening their personal knowledge base, and simultaneously teaching diversity-related social justice courses (Lopez-Humphreys & Araujo Dawson, 2014). On a structural level, the challenges are also evident, despite the basic guidelines for implementing diversity and social justice content within social work education, no explicit educational framework exists to indicate how social justice and diversity content should be integrated into courses (Daniel, 2011). Although the ideas and recommendations from some studies are beneficial to the learning and development of competence in professional domains of diversity and social justice, they do not give us an idea of how to integrate affective approaches in diversity-related social justice courses. Content analysis of course syllabi can answer a variety of questions about the structure of courses and methods used for teaching and supporting affective learning processes. Drawing on Krathwohl, Bloom & Masia's (1964) Taxonomy of Affective Domain, an Affective Pedagogies model of integration can support faculty in designing diversity and social justice courses content.
Keywords
affective learning, diversity, pedagogy, social justice and syllabus/i and teaching methods
Professional Bio
Dr. Mayra Lopez-Humphreys is an associate professor and director of the BSSW program at the City University of New York, College of Staten Island. Her research focuses on restorative approaches with justice-involved populations. Currently, she serves as the principal investigator on a research project with Exodus Transitional Community; the study examines programmatic interventions with justice-involved adults transitioning to non-congregate hotel settings. Additionally, her interest in critical multiculturalism has concentrated on community-centered approaches that foster equity and belonging. Her work has appeared in the Journal of Baccalaureate Social Work, Journal of Sociology and Social Welfare, Restorative Justice: An International Journal, and Urban Social Work. She has taught undergraduate and graduate courses in diversity, social welfare policy, and field practice. Dr. Humphreys has 15+ years of non-profit leadership experience in organizational development, program evaluation, and asset-based community development. She has led the development of participatory program designs and academic-community partnerships that endeavor to center the lives of historically stigmatized populations.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Lopez-Humphreys, Mayra LMSW, PhD, ""We feel, therefore We can be": A Model for Integration of Affective Domains in Diversity and Justice Courses" (2021). Georgia Educational Research Association Conference. 55.
https://digitalcommons.georgiasouthern.edu/gera/2021/2021/55
"We feel, therefore We can be": A Model for Integration of Affective Domains in Diversity and Justice Courses
Session 3 Presentations - Social Justice & Anti-Racism
The use of affective learning processes supports the interrogation of student assumptions, biases, and behaviors that result from socialization in a diverse and inequitable world (Nadan & Stark, 2017). The challenges to effectively integrating affective learning processes within diversity-related social justice courses are considerable. With the on-going development and dynamic nature of diversity and social justice content in social work education, instructors can often find themselves moving quickly to attain the latest texts and literature while deepening their personal knowledge base, and simultaneously teaching diversity-related social justice courses (Lopez-Humphreys & Araujo Dawson, 2014). On a structural level, the challenges are also evident, despite the basic guidelines for implementing diversity and social justice content within social work education, no explicit educational framework exists to indicate how social justice and diversity content should be integrated into courses (Daniel, 2011). Although the ideas and recommendations from some studies are beneficial to the learning and development of competence in professional domains of diversity and social justice, they do not give us an idea of how to integrate affective approaches in diversity-related social justice courses. Content analysis of course syllabi can answer a variety of questions about the structure of courses and methods used for teaching and supporting affective learning processes. Drawing on Krathwohl, Bloom & Masia's (1964) Taxonomy of Affective Domain, an Affective Pedagogies model of integration can support faculty in designing diversity and social justice courses content.
