Learning Through Pictures: The Integration of Reflexive Photography in Social Justice Education

Abstract

This article explores the use of reflexive photography as an experiential teaching method in teaching social justice education in an undergraduate social work program. Using critical auto-ethnography as a method, it discusses how this was built into a second-year Bachelor of Social Work (BSW) course by way of planning and application. Drawing on Freire’s concept of reflexive practice and based on the experiences of a social work educator teaching this course, the paper describes how (a) the course was designed and executed to realize student knowledge, (b) reaffirm the importance of reflexive practice for knowledge building and (c) for social transformation. On the basis of reflection from its application and student experiences, the author discusses the potential effect that integrating arts-informed teaching methods have on social justice oriented approaches to social work practice, the development of students’ practice and professional identity.