Abstract
Drawing upon Heron and Reason’s (1997) participatory inquiry paradigm and extended epistemology, we explore sensory arts-based storytelling as an affective pedagogical strategy for learners to unpack social location, identity, social justice, and social policy. We share our process for creating sensory arts-based stories within a Master of Social Work curriculum, screen four story examples, and contribute pedagogical reflections from both the instructor and graduate student perspectives. Together, we elucidate how sensory arts-based storytelling allows learners to draw upon their strengths, unique perspectives, and experiences in the world, generating transformative understandings of social justice. Our work positions sensory arts-based storytelling as an interdisciplinary mode of critical reflection, generating inclusive learning environments oriented towards social change. Ultimately, we demonstrate how critical reflection pursued through sensory art develops complex understandings of personal identity and social justice in both creators and audiences. Thus, sensory arts-based storytelling offers a potent means of cultivating empathetic understandings of power, privilege, and justice, as learners and educators co-create art to disrupt the growing global inequity.
Presenters
Mark WinkelmanMSW Student, Faculty of Social Work, University of Calgary, Alberta, Canada Christine Chateau
Student, Master of Social Work, University of Calgary, Alberta, Canada Tye Strachan
Student, Masters of Social Work, Clinical, University of Calgary, Saskatchewan, Canada Mihaela Slabe
Student, Master of Social Work Student, University of Calgary, Alberta, Canada Alison Grittner
PhD Candidate, Faculty of Social Work, University of Calgary, Canada
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Pedagogy, Sensory Art-Based Storytelling, Social Justice, Affect
Digital Media
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