Oh, Hans; Solomon, Phyllis, Teaching and Providing Recovery-oriented care Through Problem-posing Dialogue. Social Work Education. Oct2013, Vol. 32 Issue 7, p933-943.
How much latitude do students have in deciding how to demonstrate their learning, beyond standard essays, exams, and presentations?
To what extent can students determine the parameters of assignments? Are students respected as intellectual authorities in the school?
Does the school consult students about the courses? How culturally responsive are the teaching materials?
Is culture treated as an asset?
Do students encourage and support each other? And, do you think learning by using problem-posing dialogue would help you to see the potential and risks in recovery-oriented practices? That is, do you think learning in the WISR way will make you a better therapist?
