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Pedagogical Methods of Teaching Social Justice in Social Work: A Scoping Review.
- Source :
- Research on Social Work Practice; Oct2022, Vol. 32 Issue 7, p762-783, 22p
- Publication Year :
- 2022
-
Abstract
- Purpose: Social justice is a foundational social work value, but social work education continues to experience ongoing challenges with how to teach students to embody social justice values. The aim of this scoping review is to map empirical studies on teaching methods that translate social justice value into teachable curricula. Methods: Following Arksey and O'Malley's scoping review framework, we conducted a rigorous process in which we screened 5953 studies and included a final sample of 35 studies. Results: Our findings identified seven main teaching approaches: intergroup dialogue, online asynchronized discussion board, simulation and role play, group work and presentation, written reflection, community-engaged learning, and social action-oriented learning. In terms of competency development, most of the studies focused on awareness and knowledge versus skill-building. Most teaching methods emphasized students' affective experiences during the social justice learning activities. Discussion: Challenges, lessons learned, and future recommendations of each teaching method are presented. [ABSTRACT FROM AUTHOR]
- Subjects :
- ONLINE education
ROLE playing
TEAMS in the workplace
PSYCHOLOGY information storage & retrieval systems
CINAHL database
TEACHING methods
DISCUSSION
PROFESSIONS
SYSTEMATIC reviews
SOCIAL justice
CURRICULUM
LEARNING strategies
ABILITY
TRAINING
EXPERIENCE
INTERPROFESSIONAL relations
COMMUNICATION
PROFESSIONAL competence
STUDENTS
DESCRIPTIVE statistics
SOCIAL work education
LITERATURE reviews
WRITTEN communication
GROUP process
REFLECTION (Philosophy)
ERIC (Information retrieval system)
Subjects
Details
- Language :
- English
- ISSN :
- 10497315
- Volume :
- 32
- Issue :
- 7
- Database :
- Complementary Index
- Journal :
- Research on Social Work Practice
- Publication Type :
- Academic Journal
- Accession number :
- 158934328
- Full Text :
- https://doi.org/10.1177/10497315221085666