CADD CORNER

Reflective Thinking in Social Work: Learning from Student Narratives (in press) Routledge

By Mekada J. Graham, Professor and Chair, Department of Social Work CSUDH

As I have just completed writing a book about reflective practice and student narratives, this month’s contribution to our newsletter will briefly map out some of its connecting themes including critical reflection, narrative and life stories to better understand their relationship in social work theory, practice and research.

In all of this, one of the joys of writing this book was writing myself into the text — my own story together with student stories as experiential, written through the experience of writing. The book explores three connecting themes: critical reflection, narrative and life stories to better understand their relationship in social work theory, practice and research.

This approach appeals to me because it offers readers the opportunity to learn directly from stories and views from students themselves. Of course, my narrative has been deeply influenced by experiences as a social work educator and as I learned more about students’ backgrounds and their communities, I began to reflect upon their efforts to enter higher education and a graduate program, their lived experiences; their stories as they embarked on their journey through social work. I was often inspired by the stories students write and tell about their lived experiences and through their stories I have learned more about the world.

Looking back, I realize that these stories have influenced my teaching and academic work as the retelling of these experiences provides a way of understanding life as it is lived. These experiences and events informed my interest in narrative inquiry to learn about the best way to develop critical social work and skills for reflective thinking and practice.

During the writing process, I thought it was important to introduce myself through this encounter as a way of finding my own voice. This is was not an easy process yet this reflective space holds layers of possibilities to examine my experiences revealing writing as a way of knowing and method of discovery. In other words, a journey in which learning can take place. In part two of the book, social work student narratives from around the world take center stage (including students from Dominguez Hills) as they document their experiences of social work education — connecting the personal and professional bringing learning stories which illuminate the importance of human experience and meaning.

They convey a patchwork of experiences, feelings and emotions all coming together with personal stories to reveal a more complete view of student journeys through education and into professional practice. Some of the narratives are brief and sketchy while others are longer and more detailed and include views and perspectives about a wide range of issues. This reflective space captures student narratives, moving along the primary themes of identities, outsider perspectives, social justice, empowerment, child welfare and journeys through social work education.

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