Navigating Microaggressions in the Social Work Classroom: A Teaching Note Utilizing a Polyvagal Framework and the Application of Mindfulness Technique
Brie Radis, DSW, LCSW; Johanna Crocetto, DSW, LCSW and Melanie Masin-Moyer, DSW, LCSW
Abstract
This paper explores microaggressions in the social work classroom and utilizes polyvagal theory (PVT) as a means for instructors to appropriately process, react and engage with these challenging moments. A vignette is offered as an example of how the theory's application can support instructors in maintaining social connection during challenging conversation in the classroom. PVT, in connection to several mindfulness techniques are then reviewed as ways for students and instructors to process feelings during difficult classroom experiences. Application of the theory and practice presented in the paper will empower social work instructors to facilitate microaggressions that occur in their classroom settings, enriching student learning and empathy.