Walk the Talk of Power, Privilege, and Oppression: A Template Analysis

Autor/inn/en	Atteberry-Ash, Brittanie; Nicotera, Nicole; Gonzales, Brian
Titel	Walk the Talk of Power, Privilege, and Oppression: A Template Analysis
Quelle	In: Journal of Social Work Education, 57 (2021) 1, S.7-15 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Atteberry-Ash, Brittanie) ORCID (Nicotera, Nicole)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
DOI	10.1080/10437797.2019.1661917
Schlagwörter	Social Justice; Case Studies; Social Work; Counseling Techniques; Ethics; Educational Policy; Counselor Training; Power Structure; Teaching Methods; Guidelines; Social Differences; Assignments; Course Descriptions; Masters Programs; Graduate Students + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Case study; Fallstudie; Case Study; Soziale Arbeit; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Ethik; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Richtlinien; Sozialer Unterschied; Assignment; Auftrag; Zuweisung; Kursstrukturplan; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	Social justice is a hallmark of social work practice. The call to end oppression and discrimination are voiced in the Grand Challenge, Achieve Equal Opportunity and Justice, the National Association of Social Work Code of Ethics preamble, and the Council on Social Work Education Educational Policy and Accreditation Standards. However, none of these operationalize how social workers develop the capacity to fulfill this goal. This study sought to develop a framework for how social work educators assess power, privilege, and oppression learning via course assignments. Data were collected from assignments (N=94) in core foundation and required concentration courses (N=40). Template analysis was employed over four cycles of coding. Findings identified four levels of social justice content: implicit; low-explicit; medium-explicit; high-explicit. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01