Promoting Social Justice through the Scholarship of Teaching and Learning

Liston, Rebecca; Rahimi, Regina

doi:10.2307/j.ctt2005zc2

Cited by 7 publications

(1 citation statement)

References 172 publications

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“…This reality positions conscientious social work educators to resist institutional curricular mandates by engaging in stealth pedagogical practices (i.e., through the implicit curriculum) and curriculum design (i.e., the explicit curriculum; Barnett & Coate, 2004). For students to become ethical leaders in their communities, leaders in higher education must model ethical decision-making with racial justice in mind (Chenneville, 2017). Students learn to behave like professional social workers, both explicitly and implicitly, by actively observing their teachers and adopting the norms, values, and professional conduct they see modeled by their instructors (Anastas, 2010).…”

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confidence: 99%

Interracial Team Teaching in Social Work Education

Curiel

2021

ASW

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This article aims to explore anti-racist social work education through interracial team teaching, where one instructor is White, and the other is Black, Indigenous, or a Person of Color (BIPOC). This pedagogical approach is presented as an emerging conceptual model to consider in anti-racist social work education. As an anti-racist approach to teaching, this model aims to engage students and faculty in a more active and accountable role in dismantling systemic racism and White supremacy through social work education. A close examination of published articles on interracial team teaching revealed an absence of theoretical frameworks to guide this teaching method. Critical Race Theory (CRT) emerged as a compatible theoretical framework for teaching anti-racism within an interracial team-taught model. Five CRT tenets from Sólorzano et al. (2005) align with previous studies to support this emerging pedagogical approach as a viable option. Findings suggest that anti-racist education requires explicitly naming terms like White supremacy, racism, and colonization within the social work curriculum. Interracial team teaching necessitates shared power and authority between instructors and calls for White educators to examine their White identity and resist performing allyship. Academic institution hiring practices need a greater representation of BIPOC faculty to reduce overburdening faculty of color.

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confidence: 99%

Interracial Team Teaching in Social Work Education

Curiel

2021

ASW

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Integrating health disparities content into health informatics courses: a cross-sectional survey study and recommendations

2023

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Objective To assess the extent to which health disparities content is integrated in multidisciplinary health informatics training programs and examine instructor perspectives surrounding teaching strategies and challenges, including student engagement with course material. Materials and Methods Data for this cross-sectional, descriptive study were collected between April and October 2019. Instructors of informatics courses taught in the United States were recruited via listservs and email. Eligibility was contingent on course inclusion of disparities content. Participants completed an online survey with open- and closed-ended questions to capture administrative- and teaching-related aspects of disparities education within informatics. Quantitative data were analyzed using descriptive statistics; qualitative data were analyzed using inductive coding. Results Invitations were sent to 141 individuals and 11 listservs. We obtained data from 23 instructors about 24 informatics courses containing health disparities content. Courses were taught primarily in graduate-level programs (n = 21, 87.5%) in informatics (n = 9, 33.3%), nursing (n = 7, 25.9%), and information science (n = 6, 22.2%). The average course covered 6.5 (range 2–13) social determinants of health; socioeconomic status and race/ethnicity (both n = 21, 87.5%) were most frequently addressed. Instructors described multiple obstacles, including lack of resources and time to cover disparities topics adequately, topic sensitivity, and student-related challenges (eg, lack of prior understanding about disparities). Discussion A foundational and translational knowledge in health disparities is critical to a student’s ability to develop future equitable informatics solutions. Based on our findings, we provide recommendations for the intentional and required integration of health disparities-specific content in informatics curricula and competencies.

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Whose Knowledge is it Anyway? Epistemic Injustice and the Supervisor/Supervisee Relationship

Dineen,

Thelen,

Santucci

2024

TLI

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Higher education often acts as a bridge to society, preparing people for future social, political, and economic roles. For many academics, social justice and social inclusion are areas of research interest and teaching expertise. As such, institutions of higher education are well placed to foster reflection on social justice, through research and teaching, and thereby impact the wider society as students take up their roles within it. Yet, higher education itself should be subject to critique from a social justice point of view. Our aim in this article is to provide one such critique. We will focus on PhD research supervision, and in particular the supervisor/supervisee relationship. We will argue that the hierarchical nature of supervision can give rise to injustice. We will use the concepts of epistemic injustice and epistemic power as explanatory tools to clarify what is at issue within dysfunctional supervisor/supervisee relationships. Throughout, we will make use of the mythological story, "The Salmon of Knowledge," to unpack the hierarchies involved in knowledge acquisition/creation. Finally, we will conclude by noting the space within the scholarship of teaching and learning wherein critique of the structures within higher education from a social justice point of view occur, and where there exist potential gaps in this scholarship.

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Promoting Social Justice through the Scholarship of Teaching and Learning

Cited by 7 publications

References 172 publications

Interracial Team Teaching in Social Work Education

Interracial Team Teaching in Social Work Education

Integrating health disparities content into health informatics courses: a cross-sectional survey study and recommendations

Whose Knowledge is it Anyway? Epistemic Injustice and the Supervisor/Supervisee Relationship

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