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Eydie Shypulski; Aynsley H. M. Scheffert; Shelly Smart; Mary Kirk; Tiana Kruger – Journal of Teaching in Social Work, 2024
Advocacy for social justice is a core duty of the social work profession. Social injustice, oppression, and marginalization in the United States demand that social workers critically evaluate and address systemic oppression, in the profession, society, and social work education. This study sought to explore the attitudes of social work students in…
Descriptors: Social Work, Education, Social Justice, Power Structure
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Anna Planas-Lladó; Maria Pallisera – Journal of Teaching in Social Work, 2024
In the last decade, various experiences have been organized aimed at helping future social work education professionals reflect on the power relationships that define institutions and social policies. These experiences, based on the participation of users of social services (now known as experts by experience (EBE) and as part of service user…
Descriptors: Expertise, Social Work, Education, Undergraduate Students
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Jane Fenton – Journal of Teaching in Social Work, 2025
This paper uses a modest finding from a research study as a window into the world of social work education in Scotland. The study demonstrated that students believed by their classmates to be most dominant (white, straight men) were in fact the most reluctant to speak out. This finding is woven into an examination of a social work pedagogy…
Descriptors: Foreign Countries, Counselor Training, Social Work, Social Status
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Mirick, Rebecca G.; Davis, Ashley – Journal of Teaching in Social Work, 2021
The social work profession is grounded in social justice, and yet, social work education can perpetuate dynamics of oppression and privilege present in the larger society. As a result, students may experience microaggressions during their training. In this national survey of BSW students (N = 795), 24.9% witnessed a microaggression by a social…
Descriptors: Racial Bias, Social Work, Responses, Identification
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Leitch, Judith; Greif, Geoffrey L.; Saviet, Micah; Somerday, Diane – Journal of Teaching in Social Work, 2021
COVID-19's unprecedented effects on the world emphasize the minimal exigent research on best practices of social work pedagogy during crises. The purpose of this paper is to inform this research and our understanding of social work education's shift at the beginning of the COVID-19 pandemic. This study draws upon the narratives of four key…
Descriptors: Social Work, Professional Education, COVID-19, Pandemics
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Olcon, Katarzyna – Journal of Teaching in Social Work, 2020
Inadequate attention to race, racism, and Whiteness in social work education ineffectively prepares White students to work with historically excluded racial and ethnic groups, and undermines the profession's fundamental commitment to social justice. This article presents experiences of eight White social work students confronting race, racism and…
Descriptors: White Students, Social Work, Counselor Training, Study Abroad
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O'Connor, Deborah L.; O'Neill, Brian J. – Journal of Teaching in Social Work, 2004
Social work is committed to promoting social justice, inclusion and the empowerment of people. Qualitative research methods offer exciting possibilities for operationalizing this commitment. Drawing predominantly on constructivist and/or critical paradigms for understanding, qualitative research fosters a rebalancing of power within the…
Descriptors: Social Justice, Feedback (Response), Constructivism (Learning), Qualitative Research