I had the privilege of teaching at Loyola University Chicago School of Social Work where I became familiar with the five components of a Jesuit education: experience, reflection, action, context, and evaluation. These five principles embody my personal and professional narrative and motivate my desire to join the social work faculty at Seattle University (SU). I aged out of foster care. Aged out youth face many challenges securing affordable housing, pursuing higher education or training, obtaining employment, meeting their health needs, and much more. Through faith and reflection, I managed not to succumb to my circumstances and decided to leverage my experiences to improve the plight of other aged out youth. I dedicated my life to serving …show more content…
These perspectives allow me to ground academic material in everyday experiences, essential to informed and effective social work education and research. As such, I would come to SU as an academic who deeply cares about what I teach and study, always with an eye toward educating future social work practitioners who can themselves have the competence and humanity to respond to contexts that advance human rights and social and economic well-being through delivering and promoting effective social work services and justice-based social welfare policies. My experiences, beliefs, and values demonstrate SU’s and the Social Work Program’s mission to prepare competent, responsible, and empowered social work practitioners, with the aim of promoting diversity and social and economic justice in the Seattle area through the provision of quality education, rooted in faith, and theoretical and scientific …show more content…
The constructivist paradigm emphasizes the importance of developmental, social, and cultural contexts in the construction of meaning. Authority rests not in the instructor or students, but in the discourse around the subject itself (á la Foucault). The aim is to facilitate meta-awareness and paradigm shifts toward a greater connection with the context-driven nature of understanding. Toward this goal, I place primacy on developing students’ critical thinking skills so they become aware of and explore previously unacknowledged preconceptions and biases in the courses I teach, which is a core competency of the Council on Social Work Education and aligns with SU’s primary values of educating the whole person as a means of developing leaders who serve their communities to promote social