Abstract
A principle of doing ‘no harm’ is critical in working with marginalized populations. Developing a simulation-based learning (SBL) method in social justice education is critical since students learn practice skills without posing risk to real clients. Furthermore, incorporating computer assisted technology into SBL is innovative since critically reflecting implicit biases demands a ‘personal’ learning space, where individual learners troubleshoot multiple case-based scenarios to work through complex social justice-related situations without worrying about being politically correct in the eyes of others. Critical scholars note how the classroom often reifies whiteness supremacy and dominance of power in a society where dominant students occupy more spaces to achieve their learning goals than marginalized students do. Creating an educational space where all students have equal access to opportunities to explore and enhance their competence embodies epistemic justice in higher education. In collaboration with student, instructors and community practitioners, we developed case-based learning contents which were transferred into three types of modules: didactic, digital storytelling, and branching in 4 different levels. Currently, 82 graduate social work students completed the e-modules in different levels. During the presentation, we will share details of how we developed different types of modules; demonstrate selected modules as the outputs; share a pilot study on the participant feedback; and discuss lessons learned through the eLearning module development and its implications to health and social service providers from epistemic injustice framework.
Presenters
Kathryn BowlesUniversity of Toronto Eunjung Lee
Professor, Factor-Inwentash Faculty of Social Work, University of Toronto, Ontario, Canada Toula Kourgiantakis
Université Laval
Details
Presentation Type
Theme
KEYWORDS
Simulation-Based Learning, Social Justice Education, Epistemic Justice, Social Work
