网络研究生社会工作教育与批判女性主义视角:一个教育框架

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Journal of Teaching in Social Work Pub Date : 2023-08-08 DOI:10.1080/08841233.2023.2248211

Kate Chaffin

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引用次数: 0

摘要

研究强调了在线教育的有效性;然而，很少有人研究指导在线城市生活垃圾项目教学的理论框架。父权制度在高等教育中造成了政策和项目的不平等，阻碍了学生的成就。面对这些不平等是设计成功的在线城市垃圾项目的关键。这篇概念性的论文认为，利用批判女性主义的视角促进非传统和少数民族学生的独特需求。教育工作者可以通过检查在线环境中的压迫系统和性别、种族、民族、性取向、宗教和残疾的交叉性来优先考虑学生的成功。利用批判性的女权主义观点通过实施包容性来增强学生的体验，并且应该以学生在在线研究生课程中的成功和参与来衡量。

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Online Graduate Social Work Education and Critical Feminist Perspectives: An Educational Framework

Studies highlight online education’s effectiveness; however, few examine theoretical frameworks for guiding pedagogy in online MSW programs. Patriarchal systems create policy and program inequities in higher education, hindering student achievement. Confronting these inequities is essential in designing successful online MSW programs. This conceptual paper asserts that utilizing a critical feminist perspective promotes nontraditional and minoritized students’ unique needs. Educators can prioritize student success by examining systems of oppression and the intersectionality of gender, race, ethnicity, sexuality, religion, and disabilities in online environments. Utilizing critical feminist perspectives enhances student experiences by operationalizing inclusivity and and should be measured as student success and engagement in an online graduate course.

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来源期刊

Journal of Teaching in Social Work EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.20

自引率

0.00%

发文量

期刊介绍： The Journal of Teaching in Social Work fills a long-standing gap in the social work literature by providing opportunities for creative and able teachers—in schools, agency-based training programs, and direct practice—to share with their colleagues what experience and systematic study has taught them about successful teaching. Through articles focusing on the teacher, the teaching process, and new contexts of teaching, the journal is an essential forum for teaching and learning processes and the factors affecting their quality. The journal recognizes that all social work practitioners who wish to teach (whatever their specialty) should know the philosophies of teaching and learning as well as educational methods and techniques.