Deconstructing Knowledge Claims: Epistemological Challenges in Social Work Education

Abstract Developments in post modern theory are challenging the foundations of social work theory, practice and pedagogy. This paper explores one of these challenges, the deconstruction of expert knowledge claims and the honoring of multiple ways of knowing. Through a class assignment, students in a third year Human Behavior in Social Environments course were introduced to the practice implications of such deconstruction. Students contrasted the knowledge of lay helpers with the social work literature related to marginalization and inclusion. In describing and analyzing this assignment, the authors offer an illustration of pedagogical practice congruent with progressive social work and explore the implications of this practice for clinical and community social work and social work education.