Teaching and Learning Social Change

How can social work courses prepare students to be scholars of movements, and also act in solidarity with movements for justice? graduate programs reimagine the professional socialization from aspiring expertise toward a stance life-long learning? instructors more deeply leverage our teaching practice advance justice communities? This paper traces one attempt answer these questions through three-quarter course designed deepen students’ skills knowledge practices transformation, while amplifying existing movements. Drawing on reflections instructor five students, artifacts, insights other community partners, this case study offers model community-engaged that centers solidarity, reciprocity, justice.