Extending the Ally Model of Social Justice to Social Work Pedagogy

Gibson, Priscilla A.

doi:10.1080/08841233.2014.890691

Cited by 35 publications

(15 citation statements)

References 26 publications

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“…Historically, college men were conceptualized as an audience for campusbased rape prevention programs in a limited way, teaching them about the boundaries of sexual consent and providing education to reduce their sexual aggression (Berkowitz, 2010;Davis, 2000;Fabiano, Perkins, Berkowitz, Linkenbach, & Stark, 2003). In reaction to these limitations, the sexual assault prevention field has made several innovative advances to proactively and positively engage both male and female audiences, with promising reductions in sexual violence (e.g., Edwards, 2006;Flood, 2006Flood, , 2011Gibson, 2014). Bystander intervention has supplanted victim-centered sexual assault prevention, underscoring that the victim and perpetrator are not the only actors in the majority of violent acts and a greater awareness has been placed on the importance of social norms and cultural context in fostering environments which overtly or covertly condone sexual aggression and sexual violence.…”

Section: Approaches To Reducing Sexual Assaultmentioning

confidence: 99%

Evaluation of a Social Norms Sexual Violence Prevention Marketing Campaign Targeted Toward College Men: Attitudes, Beliefs, and Behaviors Over 5 Years

Mennicke

Kennedy

Gromer

et al. 2018

J Interpers Violence

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The article evaluates the effectiveness of a 5-year social norms sexual violence prevention marketing campaign designed specifically for men on a large public university in the Southeastern United States. From 2010 through 2014, 4,158 men were asked about their self-reported attitudes, beliefs, and behavior related to sexual violence as well as their perception of their peers' attitudes, beliefs, and behaviors. Using social norms theory, a social norms marketing campaign was developed to target highly discrepant attitudes, beliefs, and behaviors. Results indicate that both self-reported and perception of peer attitudes and beliefs improved over time, and the discrepancy between the two reduced over time. In addition, the frequency of positive and prosocial self-reported behavior increased on five of the six indicators. This study represents a significant contribution to the literature, as it uses 5 years of data and includes behavioral indicators to add evidence for the efficacy of targeting misperceptions of social norms as a mechanism to engage men in gender-based violence prevention.

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Section: Approaches To Reducing Sexual Assaultmentioning

confidence: 99%

Evaluation of a Social Norms Sexual Violence Prevention Marketing Campaign Targeted Toward College Men: Attitudes, Beliefs, and Behaviors Over 5 Years

Mennicke

Kennedy

Gromer

et al. 2018

J Interpers Violence

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“…A final area of teaching about HR and SJ, where participants´ views resonated with the literature (Gibson, 2014;Méndez-Fernández et al, 2006), was the importance of creating spaces where students feel safe to engage in honest discussion and reflection on their views, experiences and emotions, promoting personal development for social work practice that is fully engaged with HR and SJ. The survey of educators in both countries generated references to emotional and/or ideological resistance among some students to engage fully with debates on HR and SJ.…”

Section: Teaching Spaces For Honest Discussion and Reflectionmentioning

confidence: 99%

Resisting neoliberalism in social work education: learning, teaching, and performing human rights and social justice in England and Spain

Herrero

Charnley

2020

Social Work Education

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In an increasingly complex, globalized world, many of the problems confronting social workers are rooted in structural inequalities created or deepened by uncontrolled neoliberal market mechanisms. Yet neoliberal political agendas dominating the global order encourage individualistic models of social work intervention, characterized by managerialism and deprofessionalisation. Critiquing the impact of neoliberalism, those aligned with critical and radical social work traditions have highlighted the use of narrow technicist interventions to disguise the root social causes of people´s suffering and contradicting values of human rights (HR) and social justice (SJ) that lie at the heart of social work as a profession. For social work students to locate themselves confidently within HR and SJ frameworks, they must experience HR and SJ as central to their education. This article draws on doctoral research exploring how HR and SJ are operationalized in social work education in England and Spain. A web survey of social work educators and students was complemented by interviews with educators in both countries. Findings revealed key opportunities for learning, teaching and performing HR and SJ in social work education. We discuss each in turn, reflecting briefly on the implications for enhancing the profile of HR and SJ in social work education.

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“…(Williams, 2017) Williams suggests a heavier usage of critical race theory (Diggles, 2014), intersectionality (Robinson et al 2016), and de-centering privilege as techniques that will invite a deeper instructional authenticity of learning with and from one's students. Implications from this study recommend a refocus on the power of relationship and constructing student identities as allies (Gibson, 2014) in similar and different ways from instructors. Students can learn to take risks in safe environments by seeing faculty do the same, knowing that learning from mistakes is encouraged and part of the growth process.…”

Section: Implications/recommendations For Social Work Educationmentioning

confidence: 91%

Diverse Women Faculty Experiences Using Identity and Relational Concepts to teach Cultural Competence

Williams

2018

Proceedings of the 4th International Conference on Higher Education Advances (HEAd'18)

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Extending the Ally Model of Social Justice to Social Work Pedagogy

Cited by 35 publications

References 26 publications

Evaluation of a Social Norms Sexual Violence Prevention Marketing Campaign Targeted Toward College Men: Attitudes, Beliefs, and Behaviors Over 5 Years

Evaluation of a Social Norms Sexual Violence Prevention Marketing Campaign Targeted Toward College Men: Attitudes, Beliefs, and Behaviors Over 5 Years

Resisting neoliberalism in social work education: learning, teaching, and performing human rights and social justice in England and Spain

Diverse Women Faculty Experiences Using Identity and Relational Concepts to teach Cultural Competence

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