The use of fiction in social work teaching

This thesis explores questions about the utilisation of fictional literature in undergraduate social work teaching, and how the introduction of fiction into social work curriculum might enable and extend student understanding of key social work concepts. Drawing on theoretical concepts of social constructionism and standpoint feminism, the thesis explores ways of teaching social work, with a particular focus on critical pedagogy. At the core of the thesis and research is a focus on the student experience. A participatory action research approach was chosen as the methodology; enacted as a book club style of research with social work students from 3rd and 4th years enrolled in a Bachelor of Social Work degree. Thematic content analysis was undertaken, as well as process analysis. Five themes were identified as findings. The research undertaken suggests reading fiction provides a safe space in which to ‘try out’ feelings, situations, be exposed to difference, and to also challenge our belief systems and paradigms, through its introduction of ambiguity. It paved a way for the negotiation of common ground, the second theme, and reinforced the importance of story as an entity and as part of social work practice - the third finding. Why, and how, we choose books arose as the fourth theme; the fifth being the ways in which fiction enabled a connection of participant experience to text and to each other. One of the ways in which this translation was enhanced was through the communal experience of the discussion. This has the capacity to be replicated to practice and teaching broadly. Finally, the thesis offers a number of insights as to how the use of fiction can be incorporated into pedagogical models. I examine questions of fictionality, book choices and facilitator skill. I close with a summation of the reasons why we should consider using fiction to teach social work.