CONCLUSION

Education is fundamentally about relationships, reflection, and power (Freire, 2000; Gramsci, 1971; Rofes, 2005). Throughout this chapter, I have explored the ways that I bring holistic engagement into the classroom. In so doing, the chapter considers the ways holistic engagement helps support a dialogue that transforms understandings of power, education, and knowledge. Here, students are invited to bring parts of their experiences to bear in a process that supports reflection in action, as well as notions of engagement in ideas larger than themselves. Holistic engagement helps students connect an awareness of their own experiences with larger social forces and stories from the streets and the classroom. In this endeavor, everyone can and should be a student, learning from each other, as we all take a part. Holistic engagement reminds us that in every person there is something we can learn; in this, we can all be pupils.

CONVERSATION AND DIALOGUE IN SOCIAL WORK EDUCATION (113)

 
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