Social workers’ perspectives on social justice in social work education: when mainstreaming social justice masks structural inequalities

Bhuyan, Rupaleem; Bejan, Raluca; Jeyapal, Daphne

doi:10.1080/02615479.2017.1298741

Cited by 72 publications

(42 citation statements)

References 21 publications

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“…According to Bhuyan et al ( 2017 ), the implicit curriculum in higher education reinforces social inequities. An example of this would be the conflict that nontraditional and underserved students often experience when deciding how to accomplish a required academic field practicum while maintaining paid employment.…”

Section: Literature Reviewmentioning

confidence: 99%

A Look in the Mirror: Unveiling Human Rights Issues Within Social Work Education

Smith

Goins

Savani

2020

J. Hum. Rights Soc. Work

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Using a convergent parallel mixed-methods design, this study explored the financial effect of the field practicum requirement on BSW students. This project was conducted at a mid-sized university in the Southwest region of the United States where current and recent field students responded to surveys and social work field instructors and faculty participated in interviews. The study describes financial burdens and reveals human rights issues affecting nontraditional and underserved students that have answered the call to a career of serving the most vulnerable in society. This study fills a gap in the literature and provides recommendations for further research and anti-oppressive approaches for the academy to employ in the education of future social work professionals.

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Section: Literature Reviewmentioning

confidence: 99%

A Look in the Mirror: Unveiling Human Rights Issues Within Social Work Education

Smith

Goins

Savani

2020

J. Hum. Rights Soc. Work

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“…In teaching human services and social work, an approach which favours rational, procedural skills-based knowledge acquisition is known as a technical rationality (Dewey 1933;Fook and Askeland 2007;Gursansky et al 2010;Schon 1983). Within contemporary social work education and scholarship, debate exists as to how much emphasis should be given to the development of skills over more critical approaches (Bhuyan et al 2017;Morley 2016). As social work also considers how an individual's environment and its unique factors impact on their situation, procedural approaches may not allow students to build skills to critically engage or problem solve with clients (Harms 2015).…”

Section: Contradiction One: An Emphasis On Technical Rationality Desmentioning

confidence: 99%

When Teacher Becomes Student: Unveiling Contradictions within Australian Social Work Education

Newcomb

2019

Social Sciences

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Social work education in Australia is bound by a range of rules and assumptions supported by both higher education institutions and the Australian Association of Social Workers (AASW). This autoethnography explores a range of contradictions within social work education from the unique perspective of someone who was simultaneously a student and academic in social work. This experience occurred because, although PhD qualified in social work, rulings set down by the AASW lead to me being excluded from consideration in permanent roles. The position led me to becoming an online Master of Social Work (MSW) student whilst still being a social work educator allowing me to explore a range of contradictory rules and processes within social work education. Analysis of my reflections, journals, assignments and conversations with colleagues unveiled a range of mixed messages in relation to social inclusion, technical rationalism, self-care and field placement supervision. My findings contribute to current debates about how neoliberalism currently impacts on inclusion in social work education and development of a professional identity. In exploring my dual roles, this autoethnography unveils contradictions within social work education and accreditation that question the social justice mission of the profession.

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“…It is no coincidence that recent debates and scholarship within social work have brought attention to the fact that contrary to lip service, there is failure to practise social justice. As Bhuyan et al (2017) note, ‘despite an explicit endorsement of social justice values by the program and the profession, graduates reported limited opportunities to learn anti-oppressive practice or apply social justice theories in their field education’. The authors instead argue that what we have in practice in the ‘hidden curriculum’ is much more powerful, as ‘social work education reflects market pressures that privilege task-oriented goals while “mainstreaming” social justice rhetoric’.…”

Section: Public Sociology Applied Sociology and Social Work: Social mentioning

confidence: 99%

Public sociology, social justice and struggles in the era of austerity-and-crises

Trimikliniotis

2018

International Social Work

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This article examines the potential for dialogic engagement between the academic disciplines of sociology and social work, on the one hand, and political/social struggles for equality and social justice, on the other. Particular strands of sociology engage with, connect to and articulate struggles of marginalised, oppressed or exploited communities. The article draws on global debates to examine the potential for a public sociology of social justice and equality, which is intimately connected to social work. It illustrates how knowledge from struggles and what is labelled as mobile commons can and must inform sociology, social work and emancipatory praxis.

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Social workers’ perspectives on social justice in social work education: when mainstreaming social justice masks structural inequalities

Cited by 72 publications

References 21 publications

A Look in the Mirror: Unveiling Human Rights Issues Within Social Work Education

A Look in the Mirror: Unveiling Human Rights Issues Within Social Work Education

When Teacher Becomes Student: Unveiling Contradictions within Australian Social Work Education

Public sociology, social justice and struggles in the era of austerity-and-crises

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