Pub Date : 2022-05-27DOI: 10.1080/08841233.2022.2049956
Sharon E. Moore, Emma M. Sterrett-Hong, S. Miller, Jennifer L. Foreman, Daniel A. Boamah, Heather L. Storer, Brittany Nwachuku, Monica M. Adams, Heehyul E Moon, Carmellia Jackson-Hurley, Kimberly Frierson, DeShara C. Doub
ABSTRACT Racism is a pervasive system that permeates all social activity within U.S. society and for over four hundred years has constantly reproduced systems of inequality and disparate outcomes for Black people. Increasingly, attention has been given to integrating anti-racist content and methods into social work education and practice. By integrating concepts from racial equity and liberatory education theories, and providing a case example of one university’s process of critically assessing students’ experiences of how anti-racist pedagogies manifest within social work’s implicit and explicit curriculum, this paper offers insights into potential strategies to prepare social work students to adequately address the needs of Black clients upon graduation.
{"title":"Addressing Anti-Black Racism through the Social Work Curriculum: Informed, Prepared and Competent?","authors":"Sharon E. Moore, Emma M. Sterrett-Hong, S. Miller, Jennifer L. Foreman, Daniel A. Boamah, Heather L. Storer, Brittany Nwachuku, Monica M. Adams, Heehyul E Moon, Carmellia Jackson-Hurley, Kimberly Frierson, DeShara C. Doub","doi":"10.1080/08841233.2022.2049956","DOIUrl":"https://doi.org/10.1080/08841233.2022.2049956","url":null,"abstract":"ABSTRACT Racism is a pervasive system that permeates all social activity within U.S. society and for over four hundred years has constantly reproduced systems of inequality and disparate outcomes for Black people. Increasingly, attention has been given to integrating anti-racist content and methods into social work education and practice. By integrating concepts from racial equity and liberatory education theories, and providing a case example of one university’s process of critically assessing students’ experiences of how anti-racist pedagogies manifest within social work’s implicit and explicit curriculum, this paper offers insights into potential strategies to prepare social work students to adequately address the needs of Black clients upon graduation.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41773878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-27DOI: 10.1080/08841233.2022.2069203
R. Zuckerman, Melissa Jenkins, Travis J. Albritton, Evi Taylor, Melissa A. Lippold
ABSTRACT How do we challenge anti-Black racism within the social work curriculum? As a requirement of all BSW and MSW programs, Human Behavior and the Social Environment (HBSE) coursework provides students with foundational knowledge about human development that is essential to theory-driven social work practice. Traditionally, conceptions of human development center the experiences of white, heterosexual, cis-gender young people and label other identities as “divergent” or “diverse,” thereby devaluing the lived experiences of marginalized populations and reducing disparities to a misjudged application of “equal opportunity.” Centering the tenets of critical race theory (CRT) within HBSE course curricula enables us to examine the impact of race and racism upon human development and to challenge anti-Black racism. This article will expand commonly used frameworks (e.g., ecological systems theory, life course theory) to consider how CRT helps us understand the impact of race and racism on human development, and specifically on the development of Black youth. We explore recent frameworks that center Black youth’s experiences and highlight the impact of racial stress and trauma on development from infancy to adolescence. Five social work educators of an MSW HBSE course offer examples of class activities and assignments that enabled students to apply CRT to HBSE topics.
{"title":"Challenging Anti-Black Racism in HBSE: Using Critical Race Theory to Interrogate Traditional Developmental Paradigms","authors":"R. Zuckerman, Melissa Jenkins, Travis J. Albritton, Evi Taylor, Melissa A. Lippold","doi":"10.1080/08841233.2022.2069203","DOIUrl":"https://doi.org/10.1080/08841233.2022.2069203","url":null,"abstract":"ABSTRACT How do we challenge anti-Black racism within the social work curriculum? As a requirement of all BSW and MSW programs, Human Behavior and the Social Environment (HBSE) coursework provides students with foundational knowledge about human development that is essential to theory-driven social work practice. Traditionally, conceptions of human development center the experiences of white, heterosexual, cis-gender young people and label other identities as “divergent” or “diverse,” thereby devaluing the lived experiences of marginalized populations and reducing disparities to a misjudged application of “equal opportunity.” Centering the tenets of critical race theory (CRT) within HBSE course curricula enables us to examine the impact of race and racism upon human development and to challenge anti-Black racism. This article will expand commonly used frameworks (e.g., ecological systems theory, life course theory) to consider how CRT helps us understand the impact of race and racism on human development, and specifically on the development of Black youth. We explore recent frameworks that center Black youth’s experiences and highlight the impact of racial stress and trauma on development from infancy to adolescence. Five social work educators of an MSW HBSE course offer examples of class activities and assignments that enabled students to apply CRT to HBSE topics.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48033173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-27DOI: 10.1080/08841233.2022.2092322
P. A. Kurzman
{"title":"Preface to a Special Double Issue on Challenging Anti-Black Racism across the Social Work Curriculum","authors":"P. A. Kurzman","doi":"10.1080/08841233.2022.2092322","DOIUrl":"https://doi.org/10.1080/08841233.2022.2092322","url":null,"abstract":"","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45964846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-27DOI: 10.1080/08841233.2022.2057630
Dorlisa J. Minnick, Jayleen Galarza, Samuel R. Benbow
ABSTRACT Across the United States, racist, hate-filled rhetoric, attitudes, and behaviors are daily occurrences. Events like officer-involved shootings of unarmed Black men, women, and non-binary individuals, along with the increase in white supremacist and nationalist groups, have cumulatively created a climate of fear and mistrust. This fear and mistrust are exacerbated when police officers operate with impunity in predominantly Black communities and constitutional rights to peaceful protest are being maligned as unpatriotic or denied through violence. In response to these and related events, a BSW program, situated within a predominantly white rural setting in the Mid-Atlantic region of the United States, developed and implemented a racial justice teach-in grounded in critical race and postcolonial theories. The goals of the teach-ins are to provide experiential educational activities, opportunities for in-depth discussion beyond the classroom, and exposure to anti-racist practice tools in order to help students identify, and combat, racial injustice and white supremacy. This article will explore the social work department’s development and implementation of racial justice teach-ins as a supplemental opportunity for faculty to more meaningfully demonstrate their commitment to diversity and difference in the BSW program and to support the department’s goal of incorporating anti-racist practice throughout both the implicit and explicit curriculum.
{"title":"#Resist: Utilizing Racial Justice Teach-ins to Challenge Anti-Black Racism","authors":"Dorlisa J. Minnick, Jayleen Galarza, Samuel R. Benbow","doi":"10.1080/08841233.2022.2057630","DOIUrl":"https://doi.org/10.1080/08841233.2022.2057630","url":null,"abstract":"ABSTRACT Across the United States, racist, hate-filled rhetoric, attitudes, and behaviors are daily occurrences. Events like officer-involved shootings of unarmed Black men, women, and non-binary individuals, along with the increase in white supremacist and nationalist groups, have cumulatively created a climate of fear and mistrust. This fear and mistrust are exacerbated when police officers operate with impunity in predominantly Black communities and constitutional rights to peaceful protest are being maligned as unpatriotic or denied through violence. In response to these and related events, a BSW program, situated within a predominantly white rural setting in the Mid-Atlantic region of the United States, developed and implemented a racial justice teach-in grounded in critical race and postcolonial theories. The goals of the teach-ins are to provide experiential educational activities, opportunities for in-depth discussion beyond the classroom, and exposure to anti-racist practice tools in order to help students identify, and combat, racial injustice and white supremacy. This article will explore the social work department’s development and implementation of racial justice teach-ins as a supplemental opportunity for faculty to more meaningfully demonstrate their commitment to diversity and difference in the BSW program and to support the department’s goal of incorporating anti-racist practice throughout both the implicit and explicit curriculum.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46924991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-27DOI: 10.1080/08841233.2022.2054907
Aaliyah Ford, Antoria Robbins, Sodie Yang, Rhiannon Bloczynski, Michael Hoffmeister
ABSTRACT As part of their field education, social work students develop and implement change agent projects to influence positive change. Faculty and students, however, have identified a lack of placement options for Black students to allow them to both learn and feel supported in their racial identity. To ensure that Black students have placement options where they can thrive both professionally and personally in one setting, they developed a collective change agent project that holds white students, field agencies, and the school of social work accountable for de-centering whiteness and white supremacy, and centering Blackness and anti-racist ideals. To reach these goals, students developed a Centering Blackness/Anti-Racist Agency Learning Plan and Evaluation Tool. Learning Plans identified goals and action steps for agencies to center Blackness. Evaluations rated the agency’s willingness and ability to center Blackness. The Learning Plan and its concrete action steps allowed students to support implementation of strategies and to have intentional conversations about how to center Blackness. The Evaluation Tool provided useful information about agencies to determine their appropriateness as settings for future student fieldwork.
{"title":"Tools for Centering Blackness in Social Work Field Education: An Anti-Racist Agency Learning Plan and Evaluation","authors":"Aaliyah Ford, Antoria Robbins, Sodie Yang, Rhiannon Bloczynski, Michael Hoffmeister","doi":"10.1080/08841233.2022.2054907","DOIUrl":"https://doi.org/10.1080/08841233.2022.2054907","url":null,"abstract":"ABSTRACT As part of their field education, social work students develop and implement change agent projects to influence positive change. Faculty and students, however, have identified a lack of placement options for Black students to allow them to both learn and feel supported in their racial identity. To ensure that Black students have placement options where they can thrive both professionally and personally in one setting, they developed a collective change agent project that holds white students, field agencies, and the school of social work accountable for de-centering whiteness and white supremacy, and centering Blackness and anti-racist ideals. To reach these goals, students developed a Centering Blackness/Anti-Racist Agency Learning Plan and Evaluation Tool. Learning Plans identified goals and action steps for agencies to center Blackness. Evaluations rated the agency’s willingness and ability to center Blackness. The Learning Plan and its concrete action steps allowed students to support implementation of strategies and to have intentional conversations about how to center Blackness. The Evaluation Tool provided useful information about agencies to determine their appropriateness as settings for future student fieldwork.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48044571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-27DOI: 10.1080/08841233.2022.2047872
Kerry M. Deas, Ruben Mina
ABSTRACT As the country continues to reckon with the historical and present-day realities of systemic oppression, particularly as it impacts Black individuals and communities, it is critical that human service organizations advance beyond statements condemning forms of anti-Black racism. Institutional efforts to address anti-Black racism must embody learning as integral to becoming more than a compliant organization, that represents symbolic change, to one that focuses on structural change. This article uses intersectionality along with Patricia Hill Collins’ Matrix of Domination as frameworks to explore a strategy for ongoing workplace learning that can be deployed to address and eliminate anti-Black racism within human service organizations. Collins’ Matrix of Domination explains the ways that systems marginalize groups in a society. A fully inclusive organization embodies shared power among different groups that reflects its mission, policies, and practices. Training to address and eliminate anti-Black racism is a vital activity that organizations should deploy in order to contribute to a just society.
随着国家继续考虑历史和当今的系统性压迫现实，特别是当它影响到黑人个人和社区时，人类服务组织超越谴责各种形式的反黑人种族主义的声明是至关重要的。解决反黑人种族主义的机构努力必须体现学习，这是一个不可或缺的组成部分，它不仅仅是一个顺从的组织，它代表着象征性的变化，而是一个专注于结构变化的组织。本文将交叉性与Patricia Hill Collins的《统治矩阵》(Matrix of Domination)作为框架，探索一种可以用于解决和消除人类服务组织中反黑人种族主义的持续工作场所学习策略。柯林斯的《统治矩阵》解释了制度使社会群体边缘化的方式。一个完全包容的组织体现了不同群体之间的共享权力，反映了它的使命、政策和实践。处理和消除反黑人种族主义的培训是各组织应开展的一项重要活动，以便为一个公正的社会作出贡献。
{"title":"Training Human Service Professionals: Using Intersectionality as a Strategy for Eliminating Anti-Black Racism","authors":"Kerry M. Deas, Ruben Mina","doi":"10.1080/08841233.2022.2047872","DOIUrl":"https://doi.org/10.1080/08841233.2022.2047872","url":null,"abstract":"ABSTRACT As the country continues to reckon with the historical and present-day realities of systemic oppression, particularly as it impacts Black individuals and communities, it is critical that human service organizations advance beyond statements condemning forms of anti-Black racism. Institutional efforts to address anti-Black racism must embody learning as integral to becoming more than a compliant organization, that represents symbolic change, to one that focuses on structural change. This article uses intersectionality along with Patricia Hill Collins’ Matrix of Domination as frameworks to explore a strategy for ongoing workplace learning that can be deployed to address and eliminate anti-Black racism within human service organizations. Collins’ Matrix of Domination explains the ways that systems marginalize groups in a society. A fully inclusive organization embodies shared power among different groups that reflects its mission, policies, and practices. Training to address and eliminate anti-Black racism is a vital activity that organizations should deploy in order to contribute to a just society.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59618647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-27DOI: 10.1080/08841233.2022.2048944
A. Dempsey
ABSTRACT Social work education faculty are mainly white and female-identified. However, across the United States, they teach a diverse student body, half of whom are students of color. MSW graduates will primarily provide service to communities of color, and we know the lived experience and social location of the teacher affects the experience of students in the classroom. Inspired by an impactful teaching experience, and a school-wide curriculum revision, this paper analyzes whiteness in the social work classroom and applies critical race theory to examine one instructor’s teaching practice. Critical race theory (CRT), an understanding of epistemic injustice, and a teacher’s reflective process are tools that can help de-center whiteness in our classrooms and propel faculty forward toward providing an inclusive and equitable education for all students. A description of the teaching experience here highlights the challenges of privilege, bias, self-regulation, and judgment for both students and the instructor. Lessons learned are presented, along with an analysis of the instructor’s choices and challenges. Implications for social work education and the preparation of critically-centered and antiracist social workers are discussed.
{"title":"Decentering Whiteness in the Social Work Classroom","authors":"A. Dempsey","doi":"10.1080/08841233.2022.2048944","DOIUrl":"https://doi.org/10.1080/08841233.2022.2048944","url":null,"abstract":"ABSTRACT Social work education faculty are mainly white and female-identified. However, across the United States, they teach a diverse student body, half of whom are students of color. MSW graduates will primarily provide service to communities of color, and we know the lived experience and social location of the teacher affects the experience of students in the classroom. Inspired by an impactful teaching experience, and a school-wide curriculum revision, this paper analyzes whiteness in the social work classroom and applies critical race theory to examine one instructor’s teaching practice. Critical race theory (CRT), an understanding of epistemic injustice, and a teacher’s reflective process are tools that can help de-center whiteness in our classrooms and propel faculty forward toward providing an inclusive and equitable education for all students. A description of the teaching experience here highlights the challenges of privilege, bias, self-regulation, and judgment for both students and the instructor. Lessons learned are presented, along with an analysis of the instructor’s choices and challenges. Implications for social work education and the preparation of critically-centered and antiracist social workers are discussed.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42611793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1080/08841233.2021.2003923
K. McCarthy, E. Mariscal, E. Wahler
ABSTRACT Social work educators must prioritize effective preparation of MSW students for the pivotal roles they will play in supporting clients struggling with Substance Use Disorders (SUDs). Understanding what concerns MSW students have about working in the substance use field can highlight student training needs and inform learner-centered curricula. This qualitative study explored anticipated concerns held by MSW students in the mental health and addiction focus area of a Midwest university. Thirty-four MSW students beginning their final year of training answered an open-ended survey question regarding their concerns about addressing substance use in their future careers. Findings indicated that students were largely concerned about having sufficient competence, knowledge, and skills to effectively assist clients, particularly considering client self-determination. Students recognized the emotional demands of the work, especially for those who have had personal substance use experiences, and the need for self-care. Students were also concerned about demands specific to these clients and systemic barriers in the substance use field. Recommendations are presented for preparing students to manage these challenges.
{"title":"MSW Student Concerns about Addressing Clients’ Substance Use and Misuse","authors":"K. McCarthy, E. Mariscal, E. Wahler","doi":"10.1080/08841233.2021.2003923","DOIUrl":"https://doi.org/10.1080/08841233.2021.2003923","url":null,"abstract":"ABSTRACT Social work educators must prioritize effective preparation of MSW students for the pivotal roles they will play in supporting clients struggling with Substance Use Disorders (SUDs). Understanding what concerns MSW students have about working in the substance use field can highlight student training needs and inform learner-centered curricula. This qualitative study explored anticipated concerns held by MSW students in the mental health and addiction focus area of a Midwest university. Thirty-four MSW students beginning their final year of training answered an open-ended survey question regarding their concerns about addressing substance use in their future careers. Findings indicated that students were largely concerned about having sufficient competence, knowledge, and skills to effectively assist clients, particularly considering client self-determination. Students recognized the emotional demands of the work, especially for those who have had personal substance use experiences, and the need for self-care. Students were also concerned about demands specific to these clients and systemic barriers in the substance use field. Recommendations are presented for preparing students to manage these challenges.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47737514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1080/08841233.2021.2014018
Eunkyung Yoon, Jaegoo Lee
ABSTRACT College students appear to have statistics anxiety, and even negative attitudes, strongly related to learning, knowledge, and further interest in statistics. This study investigated social work students’ attitudes toward statistics and correlated academic factors. The pseudo mixed-methods survey of 196 social work students revealed mixed feelings about statistics. The respondents perceived statistics to be difficult, complicated, and even irrelevant, but moderately accepted its value and usefulness. Future use of statistics in their careers was significantly predicted by mastery of basic statistics, positive experience with statistical courses, perceived value, and interest. Additional qualitative findings suggested effective teaching and learning strategies for research and statistics. Results overall suggest that, via creative instructional modes, social work educators generally strive to help reluctant students appreciate the value of statistical knowledge and skills in their current fields.
{"title":"Attitudes toward Learning Statistics among Social Work Students: Predictors for Future Professional Use of Statistics","authors":"Eunkyung Yoon, Jaegoo Lee","doi":"10.1080/08841233.2021.2014018","DOIUrl":"https://doi.org/10.1080/08841233.2021.2014018","url":null,"abstract":"ABSTRACT College students appear to have statistics anxiety, and even negative attitudes, strongly related to learning, knowledge, and further interest in statistics. This study investigated social work students’ attitudes toward statistics and correlated academic factors. The pseudo mixed-methods survey of 196 social work students revealed mixed feelings about statistics. The respondents perceived statistics to be difficult, complicated, and even irrelevant, but moderately accepted its value and usefulness. Future use of statistics in their careers was significantly predicted by mastery of basic statistics, positive experience with statistical courses, perceived value, and interest. Additional qualitative findings suggested effective teaching and learning strategies for research and statistics. Results overall suggest that, via creative instructional modes, social work educators generally strive to help reluctant students appreciate the value of statistical knowledge and skills in their current fields.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43285815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1080/08841233.2021.2010262
J. Frank, Laura Brierton Granruth, Wanja Ogongi, K. Nyce
ABSTRACT Technological innovations present new pedagogical opportunities. The use of technology in the classroom may provide an opportunity for social work programs to engage students in a better understanding of policy practice, to get their voice heard on the issues, and to feel empowered about social change at the macro level. This article will discuss experiential learning using social media as a platform for MSW students in a social policy course in order to join policy conversations in real time.
{"title":"Joining the Conversation: Using Technology to Enhance Policy Practice","authors":"J. Frank, Laura Brierton Granruth, Wanja Ogongi, K. Nyce","doi":"10.1080/08841233.2021.2010262","DOIUrl":"https://doi.org/10.1080/08841233.2021.2010262","url":null,"abstract":"ABSTRACT Technological innovations present new pedagogical opportunities. The use of technology in the classroom may provide an opportunity for social work programs to engage students in a better understanding of policy practice, to get their voice heard on the issues, and to feel empowered about social change at the macro level. This article will discuss experiential learning using social media as a platform for MSW students in a social policy course in order to join policy conversations in real time.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43752430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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