Abstract
Social work is a discipline and a profession, and learning about social work typically commences with a course of study in a university or tertiary institution. Hence, teaching and learning about social work is key to a solid consideration of social justice. However, given the complex and contested nature of social justice, the approach to teaching social justice needs to be thought through and systematic. This chapter is focussed on teaching and learning for social justice in social work curriculums. In this chapter, we present 48 learning outcomes that would assist in developing an explicit focus on social justice in social work education. We introduce three curriculum design frameworks, and these are used to structure learning outcomes for social justice. These learning outcomes will be useful for educators, students, practitioners and researchers who aim to incorporate social justice knowledge, values and skills into their practice.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Anderson, L., & Krathwohl, D. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.
Australian Association of Social Work. (2012, v.1.4). Australian Social Work Education and Accreditation Standards (ASWEAS). Canberra, Australian Capital Territory: Australian Association of Social Workers.
Australian Association of Social Workers. (2010). Code of ethics. Retrieved November 10, 2013, from http://www.aasw.asn.au/document/item/1201.
Australian Association of Social Workers. (2013). Practice standards. Retrieved May 14, 2014, from http://www.aasw.asn.au/document/item/4551.
Australian Qualifications Framework Council. (2013). Australian Qualifications Framework. Retrieved June 13, 2018, from https://www.aqf.edu.au/sites/aqf/files/aqf-2nd-edition-january-2013.pdf.
Ballantyne, N., Beddoe, L., Hay, K., Maidment, J., & Walker, S. (2017). Social work education, curriculum mapping and education taxonomies (pp. 1–29). Auckland, Aotearoa New Zealand Aotearoa National Centre for Tertiary Teaching Excellence, University of Canterbury Te Whare Wananga o Waitaha, Open Polytechnic Kuratini Tuwhera, Massey University Te Kunenga Ki Purehuroa, University of Otago Te Whare Wananga o Otago, The University of Auckland Te Whare Wananga o Tamaki Makaurau.
Banks, S. (2006). Ethics and values in social work (3rd ed.). Houndmills, Basingstoke, Hampshire; New York: Palgrave Macmillan.
Barrett-Herman, A. (2012). Comparative cross-national research (World Census). In L. M. Healy & R. J. Link (Eds.), Handbook of international social work: Human rights, development, and the global profession (pp. 357–362). New York: Oxford University Press.
Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347–364.
Biggs, J., & Tang, C. (2007). Teaching for quality learning at university (3rd ed.). Buckingham, UK: Open University Press.
Birkenmaier, J. (2013). On becoming a social justice practitioner. In E. Burkemper, W. J. Hutchinson, J. Wilson, & J. J. Stretch (Eds.), Practicing social justice (pp. 41–54). New York, Abingdon, Oxon: Routledge.
Bowles, W., Collingridge, M., Curry, S., & Valentine, B. (2006). Ethical practice in social work: An applied approach. Crows Nest, New South Wales: Allen & Unwin.
Capeheart, L., & Milovanovic, D. (2007). Social justice: Theories, issues, and movements. New Brunswick, New Jersey, London: Rutgers University Press.
Chenoweth, L., & McAuliffe, D. (2015). The road to social work and human service practice (4th ed.). London, UK: Cengage.
Cournoyer, B. (2013). The social work skills workbook (7th ed.). California: Cengage Learning.
Edmonds-Cady, C., & Sosulski, M. R. (2012). Applications of situated learning to foster communities of practice. Journal of Social Work Education, 48(1), 45–64.
Fleischacker, S. (2004). A short history of distributive justice. Cambridge, Massachusetts; London, England: Harvard University Press.
Gray, M., & Gibbons, J. (2002). Experience based learning and its relevance to social work practice. Australian Social Work, 55(4), 279–291. https://doi.org/10.1080/03124070208410986.
Harrison, G., Walsh, D., & Healy, K. (2011). Shifting the focus from expert-centred to student-centred learning resources: Creating student-centred learning resources for direct practice. Advances in Social Work and Welfare Education, 13(1), 91–110.
Healy, L. M. (2012). Defining international social work. In L. M. Healy & R. J. Link (Eds.), Handbook of international social work: Human rights, development, and the global profession (pp. 9–15). New York, US: Oxford University Press.
Healy, L. M., & Link, R. J. (2012). Models of internationalizing curriculum. In L. M. Healy & R. J. Link (Eds.), Handbook of international social work: Human rights, development, and the global profession (pp. 329–337). New York, US: Oxford University Press.
International Federation of Social Workers. (2014). Global definition of social work. Retrieved June 13, 2018, from http://ifsw.org/policies/definition-of-social-work/.
Linder, K. E., Cooper, F. R., McKenzie, E. M., Raesch, M., & Reeve, P. A. (2013). Intentional teaching, intentional scholarship: Applying backward design principles in a faculty writing group. Innovative Higher Education, 39(3), 1–13. https://doi.org/10.1007/s10755-013-9273-0.
Maclellan, E. (2004). Authenticity in assessment tasks: A heuristic exploration of academics’ perceptions. Higher Education Research & Development, 23(1), 19–33. https://doi.org/10.1080/0729436032000168478.
Marshall, L. A., & Rowland, F. (1993). A guide to learning independently (2nd ed.). Melbourne: Longman Cheshire.
McAuliffe, D. (2014). Interprofessional ethics: Collaboration in the social, health and human services. Port Melbourne, Victoria: Cambridge University Press.
McDermott, F. (2002). Inside group work: A guide to reflective practice. Crows Nest, New South Wales: Allen & Unwin.
Ryle, G. (1963). The concept of mind. Harmondsworth, Middlesex: Penguin.
Tatto, M. T. (1996). Examining values and beliefs about teaching diverse students: Understanding the challenges for teacher education. Educational Evaluation and Policy Analysis, 18(2), 155–180. https://doi.org/10.2307/1164554.
Tilbury, C., Osmond, J., & Scott, T. (2009). Teaching critical thinking in social work education: A literature review. Advances in Social Work and Welfare Education, 11(1), 31–50.
Tornwall, J. (2017). Backward design toward a meaningful legacy. Nurse Education Today, 56, 13–15. https://doi.org/10.1016/j.nedt.2017.05.018.
Watts, L., & Hodgson, D. (2015). Whole curriculum mapping of assessment: Cartographies of assessment and learning. Social Work Education, 34(6), 682–699. https://doi.org/10.1080/02615479.2015.1048217.
Wiggins, G., & McTighe, J. (2005). Understanding by design (expanded). Alexandria, US: Association for Supervision & Curriculum Development.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2019 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Watts, L., Hodgson, D. (2019). Social Justice and Social Work Education. In: Social Justice Theory and Practice for Social Work. Springer, Singapore. https://doi.org/10.1007/978-981-13-3621-8_11
Download citation
DOI: https://doi.org/10.1007/978-981-13-3621-8_11
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-3620-1
Online ISBN: 978-981-13-3621-8
eBook Packages: Social SciencesSocial Sciences (R0)