An Experiential Learning-Based Integrated Policy Advocacy Education Model in Hong Kong: What Works in a Non-Western and Partial Democratic Context?. (3rd April 2022)

• Record Type: Journal Article
• Authors: Wang, Julia Shu-Huah; Chui, Cheryl Hiu-Kwan; Jordan, Lucy; Chan, Kenneth Shing-Kwan
• Is Part Of: Journal of social work education. Volume 58:Number 2(2022)
• Page Start: 346
• Page End: 364
• Publication Date: 2022-04-03
• Subjects: Social work education -- Periodicals; Social work education -- United States -- Periodicals; 361.305
• DOI: 10.1080/10437797.2020.1817818
• Languages: English
• ISSNs: 1043-7797

Abstract

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.