Promoting the Social Justice Orientation of Students: The Role of the Educator

Missing the Mark: The Image of the Social Work Profession in an African-American Community

“…asp). However, recent studies examining the role of social justice in the profession argue that the profession of social work has not demonstrated commitment to this core value (Chu, Tsui, & Yan, 2009;Funge, 2011;Karger & Hernández, 2004;Reisch, 2002). A major implication of these observations suggests that one of the key issues of relevance in the African-American community, social justice, is a core value of the social work profession in theory, but not in practice.…”

Multicultural Curriculum and MSW Students' Attitudes about Race and Diversity

“…Second, access to syllabi was limited so multicultural course content could not be examined. Third, being in a program with required multicultural content course only accounts for a small percentage of the variance; clearly there are other factors to consider, such as faculty knowledge, skills, and preparedness (Funge, 2011;SciameGiesecke, Roden, & Parkison, 2009;Singleton, 1994), program characteristics, and actual course content (Abrams & Gibson, 2007). A last consideration is that a pretest was not administered to study participants.…”

Changing organisational routines in doctoral education: an intervention to infuse social justice into a social welfare curriculum

“…Doctoral education functions as a pipeline for generating the content knowledge and pedagogical approaches for the rest of social work education, as doctoral education is the profession's primary means for training future social work scholars and educators. Doctoral education has specifically been referenced as an essential mechanism for the profession achieving its ideals (Anastas and Congress, 1999;Funge, 2011;Hudson et al, 2014;Lubben and Harootyan, 2003). Doctoral education in social work and social welfare, however, is often described as being in a state of crisis (CSWE, 2012;Khinduka, 2002;Lindsey and Kirk, 1992;Orme, 2003;Valentine et al, 1998).…”

“…Integration may be more successful if improvements could be made to the pedagogical practice and preparation of all instructors. Facilitating the uptake and high-quality implementation of social justice content would likely require deliberate training of existing or upcoming social work educators (Funge, 2011;Gutiérrez, Fredricksen and Soifer, 1999;Garcia and Van Soest, 2000;Hackman, 2005;Hudson et al, 2014). Yet, even if existing and upcoming instructors were universally prepared to deliver social justice content, a number of barriers persist.…”

“…The SJC initiated the SJDE Project initially to raise awareness of the breadth and depth of social justice ideals held by students and faculty to make more explicit the expectations for student competence and for programmatic opportunities and to more explicitly recognize the ways in which students and faculty were embodying and expanding their commitments to social justice. The SJDE Project did not attempt to reach a singular consensus definition of social justice, but rather, identify exemplars of ways to promote social justice through scholarship, teaching, and service that was inclusive of many conceptualizations of the term (Bell et al, 1997;Deal and Hyde, 2004;Fleck-Henderson and Melendez, 2009;Funge, 2011;Garcia and Van Soest, 2000;Granruth, 2009;Tummala-Narra, 2009). Thus, the SJDE Project's first effort was to develop and build internal consensus around exemplars of social justice in doctoral education, a participatory process described in detail elsewhere (Hudson et al, 2014).…”