Incorporating Multiple Epistemologies into Teaching Statistics to Social Work Students

Abstract

The purpose of this paper is to initiate discussion and reflection about using alternative paradigms as a theoretical foundation for teaching statistics to social work students. The paradigms discussed include pragmatism, critical theory, feminism, and post-positivism. The author emphasizes the importance of demonstrating to students the relevance of statistics in social work practice. Recommended approaches include: teaching statistics as language, the problem-based learning approach, and creating a collaborative environment in the classroom. Issues regarding the course title, course outline, and assessment and grading procedures are also addressed.

Key Words:

• Statistics
• critical theory
• epistemology
• teaching
• ethnomathematics
• social work