Skip to search boxSkip to navigationSkip to main content

A transformative learning approach to child protection with applied social studies undergraduates at a university in England

Research Output: Contribution to journal Article Peer-review

Open access

Sustainable Development Goals

  • SDG 3 - Good Health and Well-being
    SDG 3 Good Health and Well
  • SDG 16 - Peace, Justice and Strong Institutions
    SDG 16 Peace, Justice and Strong Institutions

Abstract

Learning child protection requires more of students than simply understanding ‘what to do’ in legislative and policy terms. Students must reflect on their implicit belief systems to effectively respond to child protection concerns as future professionals. This is an instructional article describing a scenario-based survey methodology to increase students’ awareness of the ways in which they understand child abuse concerns. First, the important role of universities in readying students to work in the human services is acknowledged, along with a comment on the state of published literature in this area. Second, I set out the theoretical framework informing the approach, drawing on Worldview concept and Mezirow’s Transformational Learning Theory, which underpins a social justice approach to education. Third, the instructional methodology is detailed. Finally, the outcome of the session is presented in a series of thematic reflections. The paper concludes that the methodology adopted is effective and powerful in supporting students to increase their awareness of their own worldviews and how they relate to broader national child protection policies and practices. Adequate preparation of students, planning for student incivility, and, importantly, self-reflection on the part of the lecturer are key tools that should be considered if lecturers plan to adopt this method.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 350-360

Journal (Volume, Issue Number)

International Journal of Teaching and Learning in Higher Education (Volume 30, Issue 2)

Publication milestones

  • Accepted/In press - 29/06/2017
  • Published - 31/12/2018

Publication status

Published - 31/12/2018

ISSN

1812-9129

External Publication IDs

  • handle.net: 10547/625457

Access to documents

Publication metrics

Metrics

Download statistics
Download count
1