Integrating Women's Issues in the Social Work Curriculum: A Proposal

Carter, Carolyn; Coudrouglou, Aliki; Figueira-McDonough, Josefina; Lie, Gwat Yong; MacEachron, Ann E.; Netting, F. Ellen; Nichols-Casebolt, Ann; Nichols, Ann Weaver; Risley-Curtiss, Christina

doi:10.1080/10437797.1994.10672230

Cited by 18 publications

(16 citation statements)

References 26 publications

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“…There is a growing body of literature addressing ways to incorporate necds of specific groups, including women (Carter et al, 1994), gays and lesbians (Cain, 1996), PWAs (Steiner, 1995) and the homeless (Fellin & Brown, 1989) into social work curricula. The largest body of literature on incorporating knowledge of oppressed populations into social work education is directcd towards practice with racial and ethnic minorities (Jackson, 1981;Latting, 1990;Lister, 1987;Ronnau, 1994).…”

Section: Current Literature On Oppression Contentmentioning

confidence: 99%

“…There are some models suggesting integration of this content through the core curriculum (Carter, et al, 1994;Cohen, 1990;Fellin & Brown, 1989;Kopek, 1995;Morris, 1993;Ronnau, 1994;Stcincr, 19951, and other models that propose and/or describe entire classes or sequences with a specific focus on oppressed groups and oppression (Fisher, 1995;Van Soest, 1994;Van Soest, 1996). The suggestions for integrating oppression content into the core curriculum are based in CSWE's mandate and the belief that all students need to be exposed to it.…”

Section: Current Literature On Oppression Contentmentioning

confidence: 99%

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Student Perceptions of Content on Oppression

Bronstein

Msw

1998

Journal of Teaching in Social Work

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MSW students' perceptions o f oppression, especially as it is taught in the Methods of Direct Practice sequence, were evaluated through qualitative and quantitative analysis. Findings revealed that students had knowledge of specific oppressed groups, especially racial and ethnic minorities, but were unable to link this group-specific undcrstanding to the overall influence of oppression on thc lives of people. The classroom environment, especially the perception of the profcssor as vulnerable/oppressed, was important in students' pcrccptions of their ability to integrate and addrcss this content. /Arficle copies available for a fee from The Haworlli Docwneiif Delivery Service: 1-900-342-9678, E-mail address: gelitifafo@haworrlipressiiic. cam] MSW, is Director of Social Services, Salvation Army Broward County, 1445 W.

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Section: Current Literature On Oppression Contentmentioning

confidence: 99%

Section: Current Literature On Oppression Contentmentioning

confidence: 99%

Student Perceptions of Content on Oppression

Bronstein

Msw

1998

Journal of Teaching in Social Work

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“…One way to address this void in social work education is through the incorporation of a transpersonal perspective in practice classes (Cowley & Derezotes, 1994). Accomplishing this should not prove difficult, as social work educators have already demonstrated the ability to creatively adapt curricula in other domains by including diverse themes such as religion (Hemert & Clark, 1994) and women's issues (Carter & Coudrouglou, 1994).…”

Section: Discussionmentioning

confidence: 99%

Beyond the Disease Model: Reframing the Etiology of Alcoholism From a Spiritual Perspective

Bliss

2009

Journal of Teaching in the Addictions

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The disease model of alcoholism, which has gained prominence since the mid-20th century as the major etiological model of alcoholism, suffers from several limitations including its overemphasis on biological factors at the expense of other psychosocial factors, in addition to its lack of consistency with a holistic, social work person-in-environment perspective. The increased interest in spirituality among social work and other helping professionals calls on educators and practitioners to be at the forefront of efforts to develop new holistic conceptualizations of alcoholism that can incorporate spirituality. Using transpersonal theory as a conceptual framework, a spiritual etiological model of alcoholism is presented that complements the strengths of the disease model by allowing for the inclusion of biological determinants of alcoholism, providing a complementary way to understand alcoholism that can be taught to students and utilized by practitioners.

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“…Postmodemists believe that a feminist perspective need not be feminist treatise; nor would this be consistent with feminist values. A goodhad forced choice stands in conflict with a postmodernistic view of diversity (Ashford, 1994;Carter et al, 1994;Sands & Nuccio, 1992, cited in Nurius & Franklin, 1998. Postmodernists, in particular, believe that knowledge is socially constructed within and for an elitist (powerful) class of people who ignore or oppress all other people (often called voices).…”

Section: The Many Faces Of Feminismmentioning

confidence: 94%