Social workers’ perspectives on social justice in social work education: when mainstreaming social justice masks structural inequalities

Abstract

This paper presents findings from an exploratory study with Master of Social Work (MSW) graduates in Canada to explore the extent to which their classroom and practicum learning addressed social justice and anti-oppressive practice. Thirty-five MSW graduates took part in a semi-structured online survey regarding the quality of social justice knowledge and practice skills in their field instruction and coursework. The survey also examined how graduates employ social justice in their current social work practice. The majority of the study sample reported favorable educational outcomes and embraced social justice goals in their current practice. Discourse analysis of written comments, however, identified a disconnect between social justice theory, field education, and the overall climate of the social work program. Despite an explicit endorsement of social justice values by the program and the profession, graduates reported limited opportunities to learn anti-oppressive practice or apply social justice theories in their field education. We argue that the ‘hidden curriculum’ in social work education reflects market pressures that privilege task-oriented goals while ‘mainstreaming’ social justice rhetoric. Skills to confront oppression with transformative change are viewed as abstract goals and thus less useful than clinical practice.

Keywords:

• Social work education
• field education
• social justice
• anti-oppressive practice
• implicit curriculum
• hidden curriculum
• advocacy

Notes

1. The concept of ‘whiteness’ theorizes relations of domination within racial ideologies. In the North American context, both terms signify relations of dominance, but also obscure heterogeneity and subaltern resistance within the notion of European(ess). Within social work literature, whiteness has been theorized as producing unearned privilege for whites, while remaining unmarked or invisible as a particular sociocultural perspective. Eurocentric biases of currently-in-use paradigms and theories (i.e. drawn from Enlightenment) further reinforce epistemic hierarchies; hence, we are employing these concepts to highlight that social justice approaches continue to replicate epistemological stances associated with global hierarchies.