Browsing by Author "Lorenzetti, Liza"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    A transformative approach to social work education
    (2017) Dhungel, Rita; Lorenzetti, Liza; Lorenzetti, Diane; Oshchepkova, Tatiana; Haile, Lemlem
    The paper presents an overview of “The Journey Guides Program” - a mentorship and experiential learning framework developed by the Faculty of Social Work, University of Calgary in Canada. This program was implemented in an Advanced Graduate Seminar, a preparatory course for graduate Social Work students prior to entering their field placements. The purpose of this program is to advance practice-based knowledge in transformative learning. This article begins by discussing critical pedagogy, the theoretical framework that underpinned “The Journey Guides Program”, followed by a description of the eight-step process the authors adopted to implement this program. This paper concludes by presenting our evaluation plan and subsequent steps.
  • Thumbnail Image
    Item
    Community based mentors and journey guides: a transformative learning approach to social work education
    (2019) Lorenzetti, Liza; Halvorsen, Jeffery; Dhungel, Rita; Lorenzetti, Diane; Oshchepkova, Tatiana; Haile, Lemlem; Biscette, Krishma
    Critical pedagogy is congruent with the social work discipline, which is engaged, people-focused, and centers on social justice, liberation and human rights. While there is growing recognition of the importance of better preparing social work students to engage in critical, anti-oppressive practice, students have limited opportunities for transformative learning experiences within community settings, outside of official practicums. Masters of Social Work students pursuing a specialization in international and community development (ICD) at a Canadian university were matched with community Journey Guides who provided mentorship and opportunities for students to become involved in community-based social justice initiatives. This article presents the eight-step experiential framework that was used as a pedagogical tool to support student learning, and the results from the program’s evaluation with the first student cohort. Using surveys and focus groups, the study found the guiding relationship was characterized by acceptance, friendliness, encouragement, and motivation. Students engaged in critical dialogues with Guides, gained community development experience and skills and enhanced their social justice knowledge.
  • Thumbnail Image
    Item
    Community-led transformative research tools and applications: From Canada to Nepal
    (2020) Lorenzetti, Liza; Dhungel, Rita
    The deepening neoliberal agenda in our global context shines a light on historical and enduring inequities of colonial and class patriarchy. While praxis is a central feature of PAR, further attention to community-led actions is urgently needed to demonstrate the connection between method, application and social transformation. Focusing on two contexts, Canada and Nepal, we highlight examples of transformative community-led research tools through the lens of social work activism. By authenticating our theories of knowledge, we enter a critical discussion on the use of media conferences and street actions as designed and differentially employed in each study. We conclude with the limitations and transformative potential of PAR.