Teaching vulnerability, teaching solidarity: experiences from the international social work classroom

Social work students must engage with the concepts of vulnerability and solidarity to work well with vulnerable people. The context of this study was an immersive exchange module on vulnerable children and families, combining agency insights with self-reflection and groupwork. Discussions of oppression and disadvantage were designed to help students consider addressing personal and structural barriers in solidarity with the vulnerable. This paper uses anonymous online survey responses to assess (i) how experience-based pedagogies support students in developing an understanding of vulnerability, and (ii) whether they can be used to foster solidarity with vulnerable clients. Participant comments were analysed thematically with three main clusters identified: said and unsaid feelings and emotions related to vulnerability experiences; cognitively grasping the complexity of the concept vulnerability; and consequences of self-reflection (developing empathy and motivation for empowering others individually). Students related vulnerability to their own biographical experiences and expressed sensitisation and empathy with clients. However, the aim of clearly fostering solidarity was not achieved. Students related vulnerability to individual vulnerable situations, not placing it in structural contexts. This individualising view was not centred on social change, suggesting the teaching of solidarity is more challenging than anticipated.