Shifting Course: Drawing on Feminist Principles to Inform Community-Engaged Teaching in Uncertain Times

Authors

  • Amie Thurber Portland Sate University, School of Social Work https://orcid.org/0000-0003-0753-5895
  • Sarah Suiter Associate Professor, Vanderbilt University
  • Susan Halverson Portland State University

Keywords:

community-engaged teaching, pedagogy, feminism, evaluation

Abstract

This autoethnographic case study explores teaching community-engaged courses during the onset of COVID-19. As educators who teach applied program evaluation courses at two universities, we consider how principles of feminist community engagement—relationality, border crossing, reflexivity, and disruptive pedagogy (Iverson & James, 2014)—ground our courses. Drawing from instructor reflections, interviews with community partners, students’ written reflections, and course evaluations, we explore how these principles informed our pedagogical response to teaching through the tumultuous spring of 2020, and the degree to which these practices enabled the continued participation of students and community partners. We close with implications for community-engaged teaching in these—and all—times.

Author Biographies

Amie Thurber, Portland Sate University, School of Social Work

Amie Thurber’s research, practice and teaching interests involve reducing social inequality in neighborhoods, and developing best practices for community-engaged teaching and research. Amie is can Assistant Professor in Portland State University's School of Social Work.

Sarah Suiter, Associate Professor, Vanderbilt University

Associate Professor of the Practice, Department of Human and Organizational Development, Vanderbilt University

Susan Halverson, Portland State University

PhD Student, School of Social Work, Portland State University

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Published

2022-03-02

How to Cite

Thurber, A., Suiter, S., & Halverson, S. (2022). Shifting Course: Drawing on Feminist Principles to Inform Community-Engaged Teaching in Uncertain Times. Reflections: Narratives of Professional Helping, 28(1), 51–64. Retrieved from https://reflectionsnarrativesofprofessionalhelping.org/index.php/Reflections/article/view/1888