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Social Work Education
The International Journal
Volume 42, 2023 - Issue 8
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Research Articles

Discomforting pedagogies and affective learning processes in diversity & social justice courses

Mayra Lopez-Humphreysa Department of Social Work, City University of New York, College of Staten IslandNew York, Staten Island, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-2592-8692View further author information
ORCID Icon,
Beverly Araujo Dawsonb School of Social Work, Adelphi UniversityView further author information
&
Gina R Rosichc Department of Social Work and Equitable Community Practice, University of Saint Joseph, West Hartford, Connecticut, USAORCID Iconhttps://orcid.org/0000-0002-0863-8178View further author information
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Pages 1418-1439 | Received 23 Jul 2021, Accepted 20 Jan 2022, Published online: 31 Jan 2022

Citations (4)

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Read on this site (3)

Gina R Rosich & Mayra Lopez-Humphreys. (2024) A Model for Supporting Affective Learning within Diversity and Social Justice Social Work Syllabi. Journal of Teaching in Social Work 44:1, pages 17-29.
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Mayra Lopez-Humphreys, Gina R Rosich & Barbra Teater. (2023) We Feel, Therefore, We Learn: Assessment of Affective Domains in Diversity and Social Justice Graduate Social Work Syllabi. Journal of Teaching in Social Work 43:4, pages 475-495.
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Lujie Peng. (2022) Social empathy: how social work educators perceive and intend to engage in social justice. Social Work Education 0:0, pages 1-17.
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Articles from other publishers (1)

Amber Williams & Katie Richards‐Schuster. (2023) Teaching transformation: Fostering critical awareness through transformative justice organizing frameworks. New Directions for Student Leadership 2023:177, pages 97-109.
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