https://orcid.org/0000-0002-9277-6441
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ABSTRACT
The profession of social work emphasizes social justice in its service delivery, yet there is a paucity of literature on how to teach clinical practice from a social justice perspective. This qualitative study with Canadian social work educators (n=12) suggests the following ways in which educators taught clinical social work from a social justice perspective: (1) integrating critical social theories in conceptualizing clinical practice, (2) engaging in transformative pedagogies, and (3) navigating professional commitments. While addressing various forms of social injustices is a mandate for all social workers, enactment of social justice within clinical practice remains an area of concern. Results suggest concrete ways in which social work educators can engage students in developing their commitment to social justice.
Additional information
Notes on contributors
Kenta Asakura
Dr. Kenta Asakura is an assistant professor at the Carleton University School of Social Work. He is the director of SIM Social Work Research Lab, where his team conducts simulation-based research on clinical social work practice and education.
Brianna Strumm
Ms. Brianna Strumm is an assistant professor at the University of the Fraser Valley School of Social Work and Human Services. She is also a doctoral candidate at Carleton University. Her scholarship encompasses reflective practice, international domains of social work as well as social work education.
Sarah Todd
Dr. Sarah Todd is a full professor and the director of the Carleton University School of Social Work. Her research focuses on social work education and community practice.
Rani Varghese
Dr. Rani Varghese is an assistant professor at the Adelphia University School of Social Work. Her research focuses on social work education, clinical social work, social justice practices and principles, intergroup dialogue and its intersections.