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Discussions of power and privilege, oppression, and structural inequities in classrooms can produce complex understanding and critical analysis when facilitated effectively. In this article we present the critical conversations model for facilitating conversations that open up space for discussing such issues and encourage the development of critical consciousness and reflection through experiential learning. The model provides flexible scaffolding for instructors to use to navigate their way through classroom tensions and capitalize on spontaneous learning opportunities. Theoretical underpinnings of the model are explained, followed by a description of the model. Implications for social work education and next steps are discussed.

The primary purpose of faculty development is to create and sustain a culture of teaching excellence. For social work faculty, an important part of teaching excellence involves incorporating core social work values such as social justice and diversity across the curriculum and developing pedagogical skills and strategies to teach these issues effectively. In this article, we present a model of a faculty development seminar that offers a facilitated space for instructors to discuss how issues of diversity, social identity, and oppression influence their teaching, the classroom environment, student interactions, and the overall campus climate.

This paper advances the knowledge base of social work education by employing a critical social work framework to inform teaching strategies that 1) raise critical consciousness, 2) uncover privileged positions that inform research, and 3) conceptualize social work practice that disrupts privilege and oppression. The premise of a need for such strategies arises from examination of the social work educational policies and standards that require attention to the experiences and conditions of marginalized populations. The conceptual and teaching approach described in this paper extends this standard via the examination of the privileged social identities and the ensuing behaviors that perpetuate oppressive practices and conditions among marginalized groups. A conceptual foundation for this approach is elucidated and teaching strategies for exploring privileged social locations are presented. (Contains 3 figures and 1 table.)

Purpose – Social networking services (SNS) sites such as Facebook and Twitter have increasingly established themselves as a new paradigm of communication. Due to the rapid popularization of mobile devices, mobile SNS are creating a particularly significant change in the way in which information is distributed. The purpose of this paper is to propose a mobile SNS system tailored for archival information services (AIS) in South Korea. Design/methodology/approach – In order to find an appropriate service structure for the proposed AIS system, the authors conduct a case study of the existing mobile SNS sites. In addition to this, the authors investigate how mobile SNS are currently used in libraries and archives. Based on the results, they propose a mobile SNS structure suitable for the AIS system, for which a user interface and database is designed and implemented. Findings – The proposed system can leverage mobile SNS to expand the accessibility of AIS and encourage active participation and cooperation from users. Originality/value – The proposed system can improve the security vulnerabilities inherent in Facebook and Twitter; further, it can induce active user participation through two-way communication channels with users and also produce high-quality information by providing a communication space between the archiving experts. [ABSTRACT FROM AUTHOR]