ABSTRACT
Working with, and accepting, diversity and difference are key elements in social work practice. Finding effective ways to facilitate and support students’ understandings of these concepts in a complex world provides many challenges for social work education. To meet these challenges, the integration of critical reflection into the developmental stages of student learning has been one of the cornerstones of the social work curriculum at the University of Sydney. Elements of Fook’s critical deconstruction and reconstruction approach (Fook, 2002) and the Fook and Gardner model (2007) have been adapted and integrated into a prolonged engagement with students in their final two years of the degree.
