Teaching through the tension – an approach to resolving schism in the classroom

This paper is based on the development of a unique approach to teaching post graduate pre-registration MA in Social Work students in a UK Christian Foundation University. The need to develop this approach arose from a cohort of students who raised concerns about considerable tension within the group and a subsequent schism. The cause of this appeared to be that one faction was openly expressing their faith based views that homosexuality was sinful. The other faction was expressing views that anyone who asserts such views should not be allowed to practice social work. The aim was to bring the group together again to ensure they could continue on their learning journey together. The paper describes the process of negotiating different procedural imperatives relating to the law and the regulation of social work education and anti-discriminatory practice in these areas. It then focuses on how this classroom schism mirrored similar divisions within the wider community. The multi-dimensional approach that was developed to resolve the tension through teaching as opposed to other interventions is then presented. This included the promotion of reflection in conjunction with debate; re-focusing on what is, and what is not a social work task; a shared recognition of how claims to anti-discriminatory practice can only ever be partial; and a recognition that it was possible for both groups to develop social work compatible values from either starting point