https://orcid.org/0000-0003-4497-1231
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ABSTRACT
A national survey of social work educators teaching in CSWE-accredited social work education programs in the United States was conducted to explore their perceptions about integrating social justice content into their teaching. A content analysis of written commentary provided by 139 educators revealed four key areas relevant to their efforts: (a) the effect of program mission and integration, (b) the effect of faculty preparation and engagement, (c) the effect of students’ positionality, and (d) the challenge of connecting an abstract concept to concrete practices. Findings from this study have highlighted not only the difficulties educators face trying to make this abstract concept more concrete for students but also the significance of the educational context as relevant to the challenges of meeting this obligation. Practical implications for social work education programs and educators as well as areas of further research are provided.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Simon P. Funge
Simon P. Funge is an associate professor and BSW program director for the Department of Social Work at Western Kentucky University.
Rashida M. Crutchfield
Rashida M. Crutchfield is an associate professor for the School of Social Work at California State University Long Beach.
Lisa K. Jennings
Lisa K. Jennings is an associate professor and undergraduate program director for the School of Social Work at California State University Long Beach.