Abstract:

The paper deals with the embedding of service-learning as a pedagogical innovation in university studies of social work, emphasising the critical dimension in a set of social work-related competencies. The research in progress focuses on service-learning that bridges theory and practice for pre-service or early career social workers seeking their degree and relevant competencies. The methodology of the current research grounds on Jack Mezirow’s concept of transformative learning and adults making meaning of their experiences. Active engagement in, reflections on multiple contexts, approaches and activities, initiative-taking, consciousness-raising, problem-solving, positive change-driven social work are major concepts in transformative learning engaging the critical approach and disposition. Transformative learning acts as an umbrella concept that brings together innovations of critical service-learning and critical social work education as a designed framework to facilitate the development of critical social work competencies and reasons service-learning as a socio-educational approach, a philosophy and a pedagogical method that is capable of contributing, blending ideas likely to result in a synergy effect for the development of critical social work competencies in university studies. Implications for updating academic curricula in terms of inclusion of the dimension of critical thinking and service-learning as components allowing the development of anticipated competencies are discussed.

Keywords:

Critical learning, critical social work education, development of critical social work competencies, higher education, service-learning, transformative learning