Social Justice and Social Work Education
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.
- 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.Google Scholar
- 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.Google Scholar
- 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.Google Scholar
- Banks, S. (2006). Ethics and values in social work (3rd ed.). Houndmills, Basingstoke, Hampshire; New York: Palgrave Macmillan.Google Scholar
- 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.Google Scholar
- Biggs, J., & Tang, C. (2007). Teaching for quality learning at university (3rd ed.). Buckingham, UK: Open University Press.Google Scholar
- 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.Google Scholar
- Bowles, W., Collingridge, M., Curry, S., & Valentine, B. (2006). Ethical practice in social work: An applied approach. Crows Nest, New South Wales: Allen & Unwin.Google Scholar
- Capeheart, L., & Milovanovic, D. (2007). Social justice: Theories, issues, and movements. New Brunswick, New Jersey, London: Rutgers University Press.Google Scholar
- Chenoweth, L., & McAuliffe, D. (2015). The road to social work and human service practice (4th ed.). London, UK: Cengage.Google Scholar
- Cournoyer, B. (2013). The social work skills workbook (7th ed.). California: Cengage Learning.Google Scholar
- Fleischacker, S. (2004). A short history of distributive justice. Cambridge, Massachusetts; London, England: Harvard University Press.Google Scholar
- 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.Google Scholar
- 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.Google Scholar
- 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.Google Scholar
- International Federation of Social Workers. (2014). Global definition of social work. Retrieved June 13, 2018, from http://ifsw.org/policies/definition-of-social-work/.
- Marshall, L. A., & Rowland, F. (1993). A guide to learning independently (2nd ed.). Melbourne: Longman Cheshire.Google Scholar
- McDermott, F. (2002). Inside group work: A guide to reflective practice. Crows Nest, New South Wales: Allen & Unwin.Google Scholar
- Ryle, G. (1963). The concept of mind. Harmondsworth, Middlesex: Penguin.Google Scholar
- 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.Google Scholar
- Wiggins, G., & McTighe, J. (2005). Understanding by design (expanded). Alexandria, US: Association for Supervision & Curriculum Development.Google Scholar