91福利

What is in a name?

In social work education, one way ethics is taught is through ethical codes and solving dilemmas, shaped by traditions that treat conflict as something to manage or analyse at a distance. This project starts from a different premise: that ethical issues are fundamentally conflicts between values, relationships, institutions, and harness of real-world conditions.

We begin from Black feminist pedagogy and methodology -naming both - and use this project to test what it means to take them seriously in both teaching and the study of teaching and learning. Developed in a social work course at 91福利, we analyse student assignments through a students-as-partners model, asking what becomes visible in students鈥� thinking, what remains difficult to articulate, and what becomes possible within the classroom.

We share three concrete teaching practices and early lessons learned that speak to a common challenge in social work education: how to teach ethics in ways that engage power, conflict, and accountability more directly.

Presenters

We Met U When鈥�podcast students are learning & teaching how the journalism industry can do better

This project spotlight will feature audio excerpts from our class podcast We Met U When鈥� and an engaging discussion about how we enhanced EDIA + D learning and teaching while producing Season 4, thanks to a 2025 CELT Learning and Teaching Grant (LTG).

In this journalism course, students track down people featured in news stories from years ago. They must choose people who were not in positions of power at the time. Students interview them about the experience and what happened next. The goal is to consider power dynamics and ethical issues in journalistic storytelling while learning how to produce a narrative podcast. 

The Season 4 project aimed to explore the potential for student excellence and engagement by enhancing the 鈥渞adical collegiality鈥� (Bragg, Sara & Fielding, 2005) practiced in this course. The project deepened EDIA + D learning by providing supports that would empower students to engage in stories involving EDIA + D without the fear of messing up. Community advisors were brought in to support students who wanted to pursue stories about communities they were not from 鈥� and that specific intervention led to the production of two episodes students would have otherwise avoided.

This strategy had a profound impact on students and audiences. For Season 4 Episode 4: Just Give Me 15 Minutes we brought in a community consultant who is blind and her perspective had a direct impact on both how the story was produced and how the students now think about covering disability. The consultation process was smooth, however that was not the case for the other episode. Knowing they鈥檇 have access to community advisors, three non-Indigenous students decided to pursue a story about reconciliation. However, these students, who were accustomed to receiving high grades throughout the program, struggled with the self-reflection needed to produce this episode. Deadlines were missed and harm was caused. The learning experience was unforgettable and is detailed in the episode, which is expected to be published online this spring. 

This project spotlight will explore the challenges and lessons learned during production of these two episodes. It鈥檚 about the realities we faced bridging classroom and community and it鈥檚 also about how these students are teaching listeners what they learned, by sharing deep and humbling reflections within the podcast episodes.

Presenters