Triple capacity building as critical pedagogy: A rural social work practicum in china

Hok Bun Ku, Angelina W K Yuan-Tsang, Hsiao Chun Liu

Research output: Journal article publicationJournal articleAcademic researchpeer-review

5 Citations (Scopus)


This article contains our reflections on the experience of using a triple capacity building (TCB) model to train students in community development work in rural China. The TCB approach subscribes to critical pedagogy, which calls for a reinvention of the self by challenging the traditional model of education and by transforming institutionalized students into reflexive subjects with critical curiosity about society, power, inequality, and social change. By advocating equal participation in rural social work practices and by using the approach of dialogical education, the authors encouraged the participating students to embody this critical subjectivity.
Original languageEnglish
Pages (from-to)146-163
Number of pages18
JournalJournal of Transformative Education
Issue number2
Publication statusPublished - 1 Apr 2009


  • Critical pedagogy
  • Dialectical dialogue
  • Learner-based approach
  • Rural social work
  • Transformative learning
  • Triple capacity building

ASJC Scopus subject areas

  • Education

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