Change Strategies for Integrating Women's Knowledge into Social Work Curricula

Addressing Sexual Minority Issues in Social Work Education: A Curriculum Framework

“…Instead, individual realities are constantly changing as a result of time and new experiences (Piaget, 1970). A constructivist environment is the result of teamwork and support on the part of the instructor and students in an effort to analyze one's own beliefs and the beliefs of others (Nichols-Casebolt, Figueira-McDonough & Netting, 2000). Discourse is constructive when students are active participants in their own learning and the learning of others.…”

Geriatric Enrichment in Social Work Education: Lessons Learned from the GeroRich Projects

“…General strategies, including reducing the anxiety of faculty and building on pre-existing curricular structures, have been identified as critical to successful infusion (Alexander, 1991). Other general strategies, such as ensuring organizational commitment, understanding competition from other substantive areas (i.e., child welfare, mental health), determining faculty comfort with the change/infusion effort, educating faculty about available resources, identifying the cultural context of the program, and developing incentives to initiate and sustain the curricular infusion effort, have also been encouraged (Green, Dezendorf, Lyman, & Lyman, 2005;Nichols-Casebolt, Figueira-McDonough, & Netting, 2000;Rosen et al, 2002). Rosen et al (2002) stressed the importance of infusion occurring throughout the curriculum, such as in course syllabi, educational materials, and faculty training in an attempt to create faculty and institutional buy-in.…”

Sexism and the Social Work Curriculum: A Content Analysis of the Journal of Social Work Education

“…For instance, gender is often overlooked as a critical factor in community and organizational interventions, and gender issues are often ignored in discussions about social policy analysis and history (Gordon, 1990;Netting & Rodwell, 1998;Nichols-Casebolt, 1998;Weil, Gamble, & Williams, 1998). From theory to practice at all systems levels, the social work curriculum continues to succumb to sexism, albeit often by subtle inattention rather than overt actions (e.g., Ashford & Littrell, 1998;Carlton-LaNey & Andrews, 1998;Finn, 1998;Hutchison & Charlesworth, 1998;Nichols-Casebolt et al, 2000). From theory to practice at all systems levels, the social work curriculum continues to succumb to sexism, albeit often by subtle inattention rather than overt actions (e.g., Ashford & Littrell, 1998;Carlton-LaNey & Andrews, 1998;Finn, 1998;Hutchison & Charlesworth, 1998;Nichols-Casebolt et al, 2000).…”

“…However, as Nichols-Casebolt et al (2000), stated, "All forms of patterned inequality [must] receive critical analysis" (p. 66). It focused on one journal within a parameter of publication years.…”