Teaching note-infusing social justice into doctoral programs of social welfare: An incremental approach

Kimberly D. Hudson, Valerie B. Shapiro, Carrie Moylan, Antonio Garcia, Amelia S. Derr

Research output: Contribution to journalArticlepeer-review

11 Scopus citations

Abstract

This article describes an effort to further infuse social justice education into doctoral programs in social welfare. It articulates the rationale and tactical approaches for aligning mission statements with the operational realities of university contexts. Within 1 school of social work, doctoral students with diverse orientations to social justice came together to articulate a vision for social justice education that expanded the educational contract between students and the institution by enhancing their respective opportunities and responsibilities in the areas of scholarship, teaching, and service. This article shares 30 learning objectives emergent from an incremental change process for enhancing social justice education at the doctoral level and reflects on the strengths and limitations of this approach to advancing social justice priorities.

Original languageEnglish
Pages (from-to)559-567
Number of pages9
JournalJournal of Social Work Education
Volume50
Issue number3
DOIs
StatePublished - Jul 3 2014

ASJC Scopus subject areas

  • Education
  • Social Sciences (miscellaneous)

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