Social Justice and the Research Curriculum

Abstract

This article presents a study of justice as a concept and value in the research curriculum. Twelve researchers and research instructors were asked to define justice, discuss how it informed their work, and indicate whether a justice focus required special topics, theories, or methods. The conceptual literature on justice, research textbooks, and syllabi were reviewed. Most respondents defined justice broadly, and did not perceive certain topics, theories, or methods as more relevant to justice than others. Further, justice was not systematically discussed in classes, syllabi, and textbooks. Questions for future investigation and implications for social work educators are discussed.

Additional information

Notes on contributors

Edward Scanlon

A version of this paper was presented at the Annual Program Meeting of the Council on Social Work Education, February 27, 2000, New York, NY. The authors greatly acknowledge the helpful comments of Dr. Edwina Uehara and Dr. Roger Roffman.