What Does Social Justice Look Like When Sitting With Clients? A Qualitative Study of Teaching Clinical Social Work From a Social Justice Perspective

Asakura, Kenta; Strumm, Brianna; Todd, Sarah; Varghese, Rani

doi:10.1080/10437797.2019.1656588

Cited by 14 publications

(5 citation statements)

References 32 publications

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“…Social work education scholars critique a pervasive pedagogical assumption that knowledge acquisition and self-reflection on social justice and cultural competence will automatically lead to embodied practice. They urge the development of new educational tools to enhance skill-building to promote social justice and diversity in social work education (Asakura et al, 2019; Mehrotra et al, 2019; Sayre & Sar, 2015). It is thus critical to promote the balanced enhancement in all aspects of social justice competence.…”

Section: Discussion and Applications To Practicementioning

confidence: 99%

“…The Canadian Association for Social Work Education Standards for Accreditation (2014) also requires all accredited social work programs to have a diversity and social justice focus across all curricula. However, in addition to “what-to teach” for social justice amidst changing priorities, teaching “how-to” promote the embodiment of social justice has been an ongoing pedagogical challenge in social work education (Asakura, Strumm, Todd, & Varghese, 2019; Mehrotra, Hudson, & Self, 2019; Lee, Bogo, Tsang, 2020). Nonetheless, scholars have attempted to translate social justice values and principles into teachable curricula using traditional and innovative teaching methods.…”

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confidence: 99%

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Pedagogical Methods of Teaching Social Justice in Social Work: A Scoping Review

Lee

Kourgiantakis

et al. 2022

Research on Social Work Practice

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Purpose Social justice is a foundational social work value, but social work education continues to experience ongoing challenges with how to teach students to embody social justice values. The aim of this scoping review is to map empirical studies on teaching methods that translate social justice value into teachable curricula. Methods: Following Arksey and O’Malley’s scoping review framework, we conducted a rigorous process in which we screened 5953 studies and included a final sample of 35 studies. Results: Our findings identified seven main teaching approaches: intergroup dialogue, online asynchronized discussion board, simulation and role play, group work and presentation, written reflection, community-engaged learning, and social action-oriented learning. In terms of competency development, most of the studies focused on awareness and knowledge versus skill-building. Most teaching methods emphasized students’ affective experiences during the social justice learning activities. Discussion: Challenges, lessons learned, and future recommendations of each teaching method are presented.

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Section: Discussion and Applications To Practicementioning

confidence: 99%

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confidence: 99%

Pedagogical Methods of Teaching Social Justice in Social Work: A Scoping Review

Lee

Kourgiantakis

et al. 2022

Research on Social Work Practice

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“…Drawing on the tradition of critical pragmatism that has informed the current analysis (Feinberg, 2015; Jones and Hall, 2022), I argue that endorsing the use of text vignettes in empirical social work scholarship does not entail discounting alternate approaches to deepening knowledge of oppression, anti-oppression, and critical praxis. Similarly, in the context of social work education, text vignettes can be used alongside other pedagogical tools to gauge the values, knowledge, and skills of students in relation to critical, social justice-oriented practice, and to scaffold their development in this area (Asakura et al, 2020; Bain, 2023). As adopting a position of critical pragmatism involves valuing diverse knowledges anchored in disparate and sometimes seemingly conflicting epistemologies to address salient equity issues (Feinberg, 2015), the current study non-prescriptively substantiates the use of text vignettes as one instrument (among countless potential others) to inform scholarship and education for social justice-oriented social work practice.…”

Section: Discussionmentioning

confidence: 99%

“…Relatedly, the study also makes a case for the utility of critical pragmatism as a paradigmatic orientation that can support the bridging of connections between research and practice—in other words, knowledge and application—to inform and enrich social justice-oriented social work praxis. Given ongoing calls in social work to build empirical scholarship and education that can inform critical approaches to practice (McNeill and Nicholas, 2019), and in particular to operationalize the profession’s commitment to social justice (Asakura et al, 2020), the study’s critical, yet applied contributions to qualitative social work research are timely and relevant.…”

Section: Discussionmentioning

confidence: 99%

Enhancing critical social work practice: Using text-based vignettes in qualitative research

Kia

2023

Qualitative Social Work

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There exist ongoing calls among social work scholars and practitioners to cultivate applied knowledge of critical and emancipatory practice. In this paper, I explore the utility of text-based vignettes as instruments that can be used to elicit insight from marginalized service users on critical social work practice. To do this work, I draw on data from interviews with 20 transgender and gender diverse (TGD) social service users, along with 10 social workers, whose responses to a text-based vignette were originally used to build an understanding of the constituents of equitable social work practice with TGD people. Incorporating critical pragmatism as a conceptual framework and constructivist grounded theory as a methodological orientation, I analyze data from this study as an exemplar that substantiates the promise of using text-based vignettes in qualitative social work research to generate knowledge of critical social work practice. Specifically, I demonstrate how text-based vignettes in this study (1) contextualized the meaning, significance, and impact of oppression for service users, (2) built insight on practice that reflects solidarity and allyship, and (3) identified opportunities for social workers’ reflexive use of professional power to effect change. Accounting for the tensions between empiricism and critical praxis in social work, I consider the promise of incorporating text-based vignettes to develop empirical social work literature that is rooted in the voices of marginalized service users.

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“…Students and practitioners often complain that their clinical supervisors are not apt to explain how their agency work connects to social justice (Garran et al, 2022). This phenomenon is puzzling since social work scholars and practitioners have been making specific efforts to promote social justice in clinical practice (e.g., Asakura et al, 2020;Fook, 2016;Harrison et al, 2016;Kang, 2013;McLaughlin, 2011;Morgaine & Capous-Desyllas, 2014;Parker, 2003;Swenson, 1998;Varghese & Kang, 2019). One contributor to this challenge may be the ways in which social justice and advocacy are taught in the social work curriculum.…”

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confidence: 99%

Re-Envisioning Social Work Education

Kang

2022

ASW

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Social justice is a central principle of the social work profession and education. However, it can become a hollow ideal unless it is specifically addressed in all applications of social work practice. Scholars have long questioned the social work profession’s commitment to putting social justice into practice. Clinical social work has been particularly criticized for its lack of attention to social justice and for failing to address the concerns of the oppressed by relying on individual intervention while overlooking system-level changes. Given that clinical social work is the largest specialization in social work practice, clinical social work programs must re-envision their curriculum to fully address this criticism and educate future social workers to pursue social justice at all levels of practice. This paper presents the collective work of the social work faculty at a clinical social work program to construct a social justice-focused clinical social work curriculum, which culminated in a statement on social justice commitment in their curriculum, illustrates the iterative process of this work, and discusses the lessons from this experience. Implications include the importance of shared understanding of social justice and articulating how it operates in all aspects of social work practice as well as in social work pedagogy.

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What Does Social Justice Look Like When Sitting With Clients? A Qualitative Study of Teaching Clinical Social Work From a Social Justice Perspective

Cited by 14 publications

References 32 publications

Pedagogical Methods of Teaching Social Justice in Social Work: A Scoping Review

Pedagogical Methods of Teaching Social Justice in Social Work: A Scoping Review

Enhancing critical social work practice: Using text-based vignettes in qualitative research

Re-Envisioning Social Work Education

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