Online Graduate Social Work Education and Critical Feminist Perspectives: An Educational Framework

Autor/in	Chaffin, Kate
Titel	Online Graduate Social Work Education and Critical Feminist Perspectives: An Educational Framework
Quelle	In: Journal of Teaching in Social Work, 43 (2023) 4, S.496-512 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1233
DOI	10.1080/08841233.2023.2248211
Schlagwörter	Online Courses; Graduate Study; Social Work; Feminism; Masters Programs; Nontraditional Students; Adult Students; Social Justice; Intersectionality; Critical Theory; Sex; Race; Ethnicity; Sexuality; Religion; Disabilities; Inclusion + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Aufbaustudium; Graduiertenstudium; Hauptstudium; Soziale Arbeit; Feminismus; Magister course; Magisterstudiengang; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Soziale Gerechtigkeit; Kritische Theorie; Geschlecht; Geschlechtsverkehr; Rasse; Abstammung; Ethnizität; Sexualität; Handicap; Behinderung; Inklusion
Abstract	Studies highlight online education's effectiveness; however, few examine theoretical frameworks for guiding pedagogy in online MSW programs. Patriarchal systems create policy and program inequities in higher education, hindering student achievement. Confronting these inequities is essential in designing successful online MSW programs. This conceptual paper asserts that utilizing a critical feminist perspective promotes nontraditional and minoritized students' unique needs. Educators can prioritize student success by examining systems of oppression and the intersectionality of gender, race, ethnicity, sexuality, religion, and disabilities in online environments. Utilizing critical feminist perspectives enhances student experiences by operationalizing inclusivity and and should be measured as student success and engagement in an online graduate course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01