Pub Date : 2023-04-07DOI: 10.1080/10437797.2023.2182589
Bree A. Alexander, Sabrina A. Carter, Veronica L. Timbers, Trinity Martinez
{"title":"Racial Equity in Social Work Education: Experiences of Current and Former Students Serving on a Social Work Program’s Race Equity Work Team","authors":"Bree A. Alexander, Sabrina A. Carter, Veronica L. Timbers, Trinity Martinez","doi":"10.1080/10437797.2023.2182589","DOIUrl":"https://doi.org/10.1080/10437797.2023.2182589","url":null,"abstract":"","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46919674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/10437797.2023.2198958
D. Parrish
This issue of Journal of Social Work Education (JSWE) begins with an excellent guest editorial from Singer, Báez, and Rios titled “AI Creates the Message: Integrating AI Language Learning Models into Social Work Education and Practice.” This very timely editorial offers a description of the pros and cons of ChatGPT in social work education, as well as recommendations for using ChatGPT for teaching, research, and practice. Specific ideas are offered for each, including using AI to design your syllabus and guidance to inform your students about its use in your class. I am grateful to these authors for this high-quality manuscript and the quick turnaround time so we could get it to press quickly for our readers! The next article by Mirick and Wladkowski, “Experiences of Pregnant and Parenting Female Students in Doctoral Programs,” describes the results of a survey of women who were pregnant or parenting during their social work doctoral studies. They highlight important implications for social work doctoral programs, suggesting that social workers are ethically obligated to address gender-based equity issues and the multiple challenges these students experience. In “Infusing MSW Programs With Disability Studies and Disability Justice: How to Create Explicit Curriculum,” Berridge, Ganti, Taylor, Rain, and Bahl describe their MSW curricula infusion process and integrating an intersectional disability justice movement framework. They discuss the background and urgency of such approaches to reduce issues of social injustice. Magier, Newman, Kimiecik, Okamoto, Beasley, Shute, and Tucker discuss the intersection of social work education with sport, highlight potential opportunities for addressing important needs within the field of sport and report on a qualitative study with social workers in sport in “Understanding the Needs of Social Workers in Sport Settings: Opportunities for Specialized Education and Training.” In “Colorblind Attitudes, Empathy, and Shame: Preparing White Students for Anti-Racist Social Work Practice,” Brock-Petroshius, Garcia-Perez, Gross, and Abrams report on an analysis of a cross sectional survey of White MSW students to assess the relationships between racial knowledge and emotions as predictors of anti-racist behaviors. They discuss the implications of their findings for antiracist social work education. Slay, Robinson, and Rhodes offer shared perspectives from Strong Black Women (SBW) schema and resilience theory to describe their ability to adapt to changes during the global pandemic in “Shared Perspectives of Strength Among Black Women Social Work Educators in a Global Pandemic.” Conner, Dyson, Jones, and Drew then present a mixed-methods study to explore the experiences of social work faculty and staff who have experience being supervised by a Black administrator in “Black Experiences Matter: Reflections of Black Faculty Experiences With Black Administrators.” In “A ‘Totally, Acceptably Racist Environment’: Examining Anti-
{"title":"From the Editor—In This Issue","authors":"D. Parrish","doi":"10.1080/10437797.2023.2198958","DOIUrl":"https://doi.org/10.1080/10437797.2023.2198958","url":null,"abstract":"This issue of Journal of Social Work Education (JSWE) begins with an excellent guest editorial from Singer, Báez, and Rios titled “AI Creates the Message: Integrating AI Language Learning Models into Social Work Education and Practice.” This very timely editorial offers a description of the pros and cons of ChatGPT in social work education, as well as recommendations for using ChatGPT for teaching, research, and practice. Specific ideas are offered for each, including using AI to design your syllabus and guidance to inform your students about its use in your class. I am grateful to these authors for this high-quality manuscript and the quick turnaround time so we could get it to press quickly for our readers! The next article by Mirick and Wladkowski, “Experiences of Pregnant and Parenting Female Students in Doctoral Programs,” describes the results of a survey of women who were pregnant or parenting during their social work doctoral studies. They highlight important implications for social work doctoral programs, suggesting that social workers are ethically obligated to address gender-based equity issues and the multiple challenges these students experience. In “Infusing MSW Programs With Disability Studies and Disability Justice: How to Create Explicit Curriculum,” Berridge, Ganti, Taylor, Rain, and Bahl describe their MSW curricula infusion process and integrating an intersectional disability justice movement framework. They discuss the background and urgency of such approaches to reduce issues of social injustice. Magier, Newman, Kimiecik, Okamoto, Beasley, Shute, and Tucker discuss the intersection of social work education with sport, highlight potential opportunities for addressing important needs within the field of sport and report on a qualitative study with social workers in sport in “Understanding the Needs of Social Workers in Sport Settings: Opportunities for Specialized Education and Training.” In “Colorblind Attitudes, Empathy, and Shame: Preparing White Students for Anti-Racist Social Work Practice,” Brock-Petroshius, Garcia-Perez, Gross, and Abrams report on an analysis of a cross sectional survey of White MSW students to assess the relationships between racial knowledge and emotions as predictors of anti-racist behaviors. They discuss the implications of their findings for antiracist social work education. Slay, Robinson, and Rhodes offer shared perspectives from Strong Black Women (SBW) schema and resilience theory to describe their ability to adapt to changes during the global pandemic in “Shared Perspectives of Strength Among Black Women Social Work Educators in a Global Pandemic.” Conner, Dyson, Jones, and Drew then present a mixed-methods study to explore the experiences of social work faculty and staff who have experience being supervised by a Black administrator in “Black Experiences Matter: Reflections of Black Faculty Experiences With Black Administrators.” In “A ‘Totally, Acceptably Racist Environment’: Examining Anti-","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"59 1","pages":"291 - 293"},"PeriodicalIF":1.3,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46364083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/10437797.2023.2189878
Jonathan B. Singer, J. C. Báez, Juan A. Rios
ChatGPT, the OpenAI language model, has been making waves in the world of technology and education. While its ability to generate human-like responses has been praised by some, others have raised concerns about its effect on social work education and the ethical considerations surrounding its use. In this editorial, we will explore the pros and cons of ChatGPT in social work education; provide recommendations for using ChatGPT in teaching, research, and practice; and suggest a possible future for social work with artificial intellience (AI). The title of this editorial, “AI Creates the Message,” is a reference to the past and the future. In 2014, the Journal of Social Work Education published an editorial called “The Medium is the Message” about the possibilities that social media held for “radical changes in [social work] education” (Robbins & Singer, 2014, p. 387). That title was itself a reference to Marshal McLuhan’s famous 1964 proclamation about the importance of understanding and thinking critically about mediums used to communicate messages, not just the messages themselves. Today, we are at the dawn of a new era, one where technologies like ChatGPT do not just broadcast (as in Twitter) or display (as in Instagram) the messages we write, but they write the messages themselves. As an example, the first paragraph of this editorial was written by ChatGPT with the prompt, “Write a 500-word editorial arguing the pros and cons of ChatGPT in social work education, research and practice.” If you just reread the first paragraph (a reasonable thing to do) how do you feel knowing it was generated by AI? Are you excited about the possibilities or terrified by the implications? The prospects of unregulated AI prompted members of the U.S. House and Senate to talk with OpenAI’s chief executive officer, Sam Altman, 8 weeks after ChatGPT was made available to the public (Lieu, 2023). Are you wondering whether using ChatGPT’s generated content is considered plagiarism (it is not) or whether ChatGPT can be listed as a fourth author (it cannot)? Publishers have already determined that AI programs like ChatGPT cannot assume ethical responsibility for content because each person owns the output you create (OpenAI, n.d.) and publishers have already decided that programs like ChatGPT cannot be listed as an author (Sample, 2023) Figure 1.
{"title":"AI Creates the Message: Integrating AI Language Learning Models into Social Work Education and Practice","authors":"Jonathan B. Singer, J. C. Báez, Juan A. Rios","doi":"10.1080/10437797.2023.2189878","DOIUrl":"https://doi.org/10.1080/10437797.2023.2189878","url":null,"abstract":"ChatGPT, the OpenAI language model, has been making waves in the world of technology and education. While its ability to generate human-like responses has been praised by some, others have raised concerns about its effect on social work education and the ethical considerations surrounding its use. In this editorial, we will explore the pros and cons of ChatGPT in social work education; provide recommendations for using ChatGPT in teaching, research, and practice; and suggest a possible future for social work with artificial intellience (AI). The title of this editorial, “AI Creates the Message,” is a reference to the past and the future. In 2014, the Journal of Social Work Education published an editorial called “The Medium is the Message” about the possibilities that social media held for “radical changes in [social work] education” (Robbins & Singer, 2014, p. 387). That title was itself a reference to Marshal McLuhan’s famous 1964 proclamation about the importance of understanding and thinking critically about mediums used to communicate messages, not just the messages themselves. Today, we are at the dawn of a new era, one where technologies like ChatGPT do not just broadcast (as in Twitter) or display (as in Instagram) the messages we write, but they write the messages themselves. As an example, the first paragraph of this editorial was written by ChatGPT with the prompt, “Write a 500-word editorial arguing the pros and cons of ChatGPT in social work education, research and practice.” If you just reread the first paragraph (a reasonable thing to do) how do you feel knowing it was generated by AI? Are you excited about the possibilities or terrified by the implications? The prospects of unregulated AI prompted members of the U.S. House and Senate to talk with OpenAI’s chief executive officer, Sam Altman, 8 weeks after ChatGPT was made available to the public (Lieu, 2023). Are you wondering whether using ChatGPT’s generated content is considered plagiarism (it is not) or whether ChatGPT can be listed as a fourth author (it cannot)? Publishers have already determined that AI programs like ChatGPT cannot assume ethical responsibility for content because each person owns the output you create (OpenAI, n.d.) and publishers have already decided that programs like ChatGPT cannot be listed as an author (Sample, 2023) Figure 1.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"59 1","pages":"294 - 302"},"PeriodicalIF":1.3,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43218720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/10437797.2021.1997689
Adrienne Baldwin-White, Sarah Katherine Still
ABSTRACT It is imperative that social work programs facilitate discussions pertaining to social justice in the classroom. This gives students the space to navigate barriers to changing policy and oppressive systems. However, there are multiple barriers to having critical discussions of challenges in advocating for marginalized and oppressed groups. One way to engage in critical discussion is to use pop culture. The Broadway musical Hamilton provides both musical and dialog content that can be used as a foundation to discuss multiple issues related to social justice, including the roles of rioting and how to be an effective accomplice in fighting injustice. The content of Hamilton can help students explore how to start and maintain their own revolutions and facilitate social change.
{"title":"Teaching Note—Hamilton: A Pedagogy of Social Justice and Revolution in Social Work Education","authors":"Adrienne Baldwin-White, Sarah Katherine Still","doi":"10.1080/10437797.2021.1997689","DOIUrl":"https://doi.org/10.1080/10437797.2021.1997689","url":null,"abstract":"ABSTRACT It is imperative that social work programs facilitate discussions pertaining to social justice in the classroom. This gives students the space to navigate barriers to changing policy and oppressive systems. However, there are multiple barriers to having critical discussions of challenges in advocating for marginalized and oppressed groups. One way to engage in critical discussion is to use pop culture. The Broadway musical Hamilton provides both musical and dialog content that can be used as a foundation to discuss multiple issues related to social justice, including the roles of rioting and how to be an effective accomplice in fighting injustice. The content of Hamilton can help students explore how to start and maintain their own revolutions and facilitate social change.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"59 1","pages":"566 - 571"},"PeriodicalIF":1.3,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48063438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-27DOI: 10.1080/10437797.2023.2179148
A. B. Gates, Lauren M. Alfrey
{"title":"Engaging Antiracism Through Interdisciplinary Teaching","authors":"A. B. Gates, Lauren M. Alfrey","doi":"10.1080/10437797.2023.2179148","DOIUrl":"https://doi.org/10.1080/10437797.2023.2179148","url":null,"abstract":"","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44325959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-27DOI: 10.1080/10437797.2023.2179147
Betty L. Wilson, Brittany Davis, Brandi Anderson, Parthenia Luke, Christian Gorchow, Agnes N. Nzomene Kahouo Foda
ABSTRACT While there is growing research on the structural and institutional barriers experienced by Black women faculty at predominantly White institutions (PWIs), little is known about the systemic marginalization faced by Black women doctoral students at these institutions, particularly those in doctoral social work programs. Given the increasing number of Black women doctoral students in social work programs at PWIs, there is a need to understand how social work doctoral education upholds institutional whiteness through attempts to whitewash Black women’s research and scholarship. This article contextualizes the experiences of Black women social work doctoral students using Black feminist thought perspective. The authors provide implications for social work doctoral education to dismantle structures that facilitate whitewashing experiences for Black women doctoral students.
{"title":"“Tone It Down”: The Whitewashing of Black Women Doctoral Students’ Research and Scholarship at Predominately White Institutions—Implications for Social Work Doctoral Education","authors":"Betty L. Wilson, Brittany Davis, Brandi Anderson, Parthenia Luke, Christian Gorchow, Agnes N. Nzomene Kahouo Foda","doi":"10.1080/10437797.2023.2179147","DOIUrl":"https://doi.org/10.1080/10437797.2023.2179147","url":null,"abstract":"ABSTRACT While there is growing research on the structural and institutional barriers experienced by Black women faculty at predominantly White institutions (PWIs), little is known about the systemic marginalization faced by Black women doctoral students at these institutions, particularly those in doctoral social work programs. Given the increasing number of Black women doctoral students in social work programs at PWIs, there is a need to understand how social work doctoral education upholds institutional whiteness through attempts to whitewash Black women’s research and scholarship. This article contextualizes the experiences of Black women social work doctoral students using Black feminist thought perspective. The authors provide implications for social work doctoral education to dismantle structures that facilitate whitewashing experiences for Black women doctoral students.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"59 1","pages":"699 - 714"},"PeriodicalIF":1.3,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44126834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-24DOI: 10.1080/10437797.2023.2172497
Melinda Manning
{"title":"The Duties We Owe to One Another","authors":"Melinda Manning","doi":"10.1080/10437797.2023.2172497","DOIUrl":"https://doi.org/10.1080/10437797.2023.2172497","url":null,"abstract":"","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48864881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-11DOI: 10.1080/10437797.2022.2158148
C. Regehr, G. Regehr, A. Shlonsky
ABSTRACT Professor Marion Bogo’s stellar academic career was distinguished by her long-standing advocacy for high quality assessment of social work students. Her work was a driving force behind the development of meaningful, authentic and relevant field assessment that incorporates specific, definable, observable skills with higher-order thinking. This article briefly describes assessment of competencies and two conceptual issues identified as limitations in assessing social work students in the field: 1) effective clinical performance involves not merely a set of isolated skills but also broader conceptualizations of practice (meta-competencies); and 2) field instructors’ relationships with students introduce limitations on the use of available assessment tools. We then describe efforts to develop authentic tools intended to capture field instructors’ observations of their students.
{"title":"Measuring Competence in Social Work: A Tribute to the Contributions of Marion Bogo","authors":"C. Regehr, G. Regehr, A. Shlonsky","doi":"10.1080/10437797.2022.2158148","DOIUrl":"https://doi.org/10.1080/10437797.2022.2158148","url":null,"abstract":"ABSTRACT Professor Marion Bogo’s stellar academic career was distinguished by her long-standing advocacy for high quality assessment of social work students. Her work was a driving force behind the development of meaningful, authentic and relevant field assessment that incorporates specific, definable, observable skills with higher-order thinking. This article briefly describes assessment of competencies and two conceptual issues identified as limitations in assessing social work students in the field: 1) effective clinical performance involves not merely a set of isolated skills but also broader conceptualizations of practice (meta-competencies); and 2) field instructors’ relationships with students introduce limitations on the use of available assessment tools. We then describe efforts to develop authentic tools intended to capture field instructors’ observations of their students.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"59 1","pages":"610 - 616"},"PeriodicalIF":1.3,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46025314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/10437797.2021.1997679
D. Young, Kathi R. Trawver, Abril Harris, Daniel Jacob
ABSTRACT Given tremendous negative societal effects of mass incarceration, the social work profession’s investment in the Grand Challenge to Promote Smart Decarceration, and the call for criminal justice transformation, educational content that prepares social work students to engage in smart decarceration efforts is essential. This article presents strategies for integrating content on smart decarceration into courses across the social work curriculum, including human behavior in the social environment, practice, policy, research, and field education. Suggestions are included that address competencies on ethics, diversity, and justice. Rationale is provided for an integrated curricular approach and guiding principles are put forward. Equipping social work educators to prepare graduates to participate in smart decarceration efforts benefits the individuals and communities that the profession serves.
{"title":"Integrating Smart Decarceration Content Across Social Work Curricula","authors":"D. Young, Kathi R. Trawver, Abril Harris, Daniel Jacob","doi":"10.1080/10437797.2021.1997679","DOIUrl":"https://doi.org/10.1080/10437797.2021.1997679","url":null,"abstract":"ABSTRACT Given tremendous negative societal effects of mass incarceration, the social work profession’s investment in the Grand Challenge to Promote Smart Decarceration, and the call for criminal justice transformation, educational content that prepares social work students to engage in smart decarceration efforts is essential. This article presents strategies for integrating content on smart decarceration into courses across the social work curriculum, including human behavior in the social environment, practice, policy, research, and field education. Suggestions are included that address competencies on ethics, diversity, and justice. Rationale is provided for an integrated curricular approach and guiding principles are put forward. Equipping social work educators to prepare graduates to participate in smart decarceration efforts benefits the individuals and communities that the profession serves.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"59 1","pages":"180 - 196"},"PeriodicalIF":1.3,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46771266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/10437797.2023.2170646
D. Parrish
Happy New Year! As I reflect on the past year, there many possibilities that have emerged ripe for discourse, scholarship, and research on social work education in 2023. As editor of the Journal of Social Work Education (JSWE), I am hopeful that the discourse and changes from 2022 will lead to thoughtful 2023 submissions proposing new social work education innovations, approaches, and perspectives that increase our responsivity to a quickly changing world. In this editorial, I highlight some of these emerging areas of discussion, challenge, and inquiry for social work education.
{"title":"From the Editor—Emerging Issues and Possibilities in Social Work Education","authors":"D. Parrish","doi":"10.1080/10437797.2023.2170646","DOIUrl":"https://doi.org/10.1080/10437797.2023.2170646","url":null,"abstract":"Happy New Year! As I reflect on the past year, there many possibilities that have emerged ripe for discourse, scholarship, and research on social work education in 2023. As editor of the Journal of Social Work Education (JSWE), I am hopeful that the discourse and changes from 2022 will lead to thoughtful 2023 submissions proposing new social work education innovations, approaches, and perspectives that increase our responsivity to a quickly changing world. In this editorial, I highlight some of these emerging areas of discussion, challenge, and inquiry for social work education.","PeriodicalId":17012,"journal":{"name":"Journal of Social Work Education","volume":"59 1","pages":"1 - 4"},"PeriodicalIF":1.3,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41597076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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