Developing Reflexive Social Workers: Autobiographical Narratives and Podcasting in Human Rights Education

The increasing complexity of global and local social issues necessitates the development of reflexive practitioners in social work education who are critically aware, ethically grounded, and committed to human rights principles. This paper explores the role of autobiographical narratives and podcasting as innovative pedagogical tools in fostering reflexivity among social work students within a human rights education framework. Adopting a scoping review methodology, the study systematically maps and synthesizes existing literature on reflexive practice, narrative approaches, and digital pedagogies in social work education.The findings reveal that autobiographical narratives serve as a powerful medium for enhancing self-awareness, critical reflection, and professional identity formation by enabling students to connect personal experiences with broader social structures such as inequality, marginalization, and oppression. Simultaneously, podcasting emerges as an interactive and participatory learning tool that promotes dialogue, amplifies diverse voices, and strengthens communication and critical thinking skills. Together, these approaches align with human rights pedagogy by fostering critical consciousness, encouraging student engagement, and promoting social justice-oriented practice.The paper argues that integrating narrative-based and digital learning strategies into social work curricula can significantly enhance the development of proto-professional reflexivity, particularly in diverse and unequal contexts such as India. It further emphasizes the need for continuous curriculum innovation to address evolving social realities and promote inclusive, reflexive, and practice-oriented learning.institutional support, and context-sensitive pedagogical practices to effectively implement these approaches. This study adds to the growing scholarship on transformative social work education and offers valuable insights for educators, policymakers, and researchers committed to advancing reflexive, inclusive, and rights-based practice.