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An Experiential Learning-Based Integrated Policy Advocacy Education Model in Hong Kong: What Works in a Non-Western and Partial Democratic Context?
- Source :
- Journal of Social Work Education; Spring2022, Vol. 58 Issue 2, p346-364, 19p
- Publication Year :
- 2022
-
Abstract
- This study examined the effectiveness of an experiential learning-based integrated policy advocacy education model in Hong Kong, a partially democratic and non-Western society. The model incorporated guest lectures, a mock hearing, a site visit, and an advocacy project. A mixed methods evaluation involving 144 students in quantitative surveys and 9 students in focus groups demonstrated that this model increased students' levels of political activity, political efficacy, competence in advocacy, and their intention to take future advocacy action despite what some have perceived to be a pessimistic and ambivalent environment for advocacy in Hong Kong. Interviews with six advocates also suggest that an ideal advocacy education model should incorporate theoretical teaching, social justice values, sharing experiences of field experts, practice, and action. [ABSTRACT FROM AUTHOR]
- Subjects :
- LECTURE method in teaching
PATIENT participation
PATIENT advocacy
FOCUS groups
TEACHING
HEALTH occupations students
RESEARCH methodology
PRACTICAL politics
PESSIMISM
QUANTITATIVE research
INTERVIEWING
SOCIAL justice
SURVEYS
EXPERIENTIAL learning
PHILOSOPHY of education
GOVERNMENT policy
STUDENTS
PROFESSIONAL competence
INTENTION
Subjects
Details
- Language :
- English
- ISSN :
- 10437797
- Volume :
- 58
- Issue :
- 2
- Database :
- Complementary Index
- Journal :
- Journal of Social Work Education
- Publication Type :
- Academic Journal
- Accession number :
- 156709480
- Full Text :
- https://doi.org/10.1080/10437797.2020.1817818