597
Views
7
CrossRef citations to date
0
Altmetric

REFERENCES

  • Anastas, J. W. (2012). Doctoral education in social work. New York, NY: Oxford University Press.
  • Anastas, J. W., & Congress, E. P. (1999). Philosophical issues in doctoral education in social work: A survey of doctoral program directors. Journal of Social Work Education, 35, 143–153.
  • Austin, M. J. (2014). Social justice and social work: Rediscovering a core value of the profession. Los Angeles, CA: SAGE.
  • Bell, L., Washington, S., Weinstein, G., & Love, B. (1997). Knowing ourselves as instructors. In M. Adams, L. A. Bell, & P. Griffin ( Eds.), Teaching for diversity and social justice: A source book ( pp. 299–310). New York, NY: Routledge.
  • Bonnycastle, C. R. (2011). Social justice along a continuum: A relational illustrative model. Social Service Review, 85, 267–295.
  • Deal, K. H., & Hyde, C. A. (2004). Understanding MSW student anxiety and resistance to multicultural learning. Journal of Teaching in Social Work, 24, 73–86.
  • De Maria, W. (1992). On the trail of a radical pedagogy for social work education. British Journal of Social Work, 22, 231–252.
  • Fleck-Henderson, A., & Melendez, M. P. (2009). Conversation and conflict: Supporting authentic dialogue in the classroom. Journal of Teaching in Social Work, 29, 32–46.
  • Funge, S. P. (2011). Promoting the social justice orientation of students: The role of the educator. Journal of Social Work Education, 47(1), 73–90.
  • Garcia, B., & Van Soest, D. (2000). Facilitating learning on diversity: Challenges to the professor. Journal of Ethnic & Cultural Diversity in Social Work, 9(1/2), 21–39.
  • Gering, R. E. (2003). Conflicting principles in social work doctoral programs: The effects of unspoken power dynamics. Canadian Social Work Review, 20, 243–257.
  • Gil, D. G. (1998). Confronting injustice and oppression: Concepts and strategies for social workers. New York, NY: Columbia University Press.
  • Granruth, L. B. (2009). Justice implications of the proposed federal family and work tax credits: Applying justice theories to policy advocacy. Families in Society, 90, 205–211.
  • Group for the Advancement of Doctoral Education. (2003). Guidelines for quality in social work doctoral programs (revised). Retrieved from http://www.gadephd.org/documents/gadeguidelines.pdf
  • Jacobson, M. (2009). The faculty meeting: Practicing social justice-oriented group work. Social Work With Groups, 32, 177–192.
  • Khinduka, S. (2002). Musings on doctoral education in social work. Research on Social Work Practice, 12, 684–694.
  • Lee, M. Y., & Greene, G. J. (2004). A teaching framework for transformative multicultural social work education. Journal of Ethnic and Cultural Diversity in Social Work, 12(3), 1–28.
  • Lindsey, D., & Kirk, S. A. (1992). The continuing crisis in social work research: Conundrum or solvable problem? An essay review. Journal of Social Work Education, 28, 370–382.
  • Lubben, J., & Harootyan, L. K. (2003). Strengthening geriatric social work through a doctoral fellowship program. Journal of Gerontological Social Work, 39, 145–156.
  • Morrison, D. (2014). Program description. Retrieved from http://socialwork.uw.edu/program-description
  • Nagda, B. A., & Derr, A. S. (2004). Intergroup dialogue: Embracing difference and conflict, engendering community. In W. Stephan & P. Vogt ( Eds.), Education programs for improving intergroup relations: Theory, practice, research ( pp. 133–151). New York, NY: Teachers College Press.
  • National Association of Social Workers. (2008). Code of ethics of the National Association of Social Workers (Revised by the 2008 Delegate Assembly). Washington, DC: NASW Press.
  • Orme, J. (2003). Why does social work need doctors? Social Work Education, 22, 541–554.
  • Reed, B. G., & Lehning, A. (2014). Educating social work students about social justice practice. In M. J. Austin ( Ed.), Social justice and social work: Rediscovering a core value of the profession ( pp. 339–356). Los Angeles, CA: SAGE.
  • Schiele, J. H., & Wilson, R. G. (2001). Issues and guidelines for promoting diversity in doctoral social work education. Arete, 25, 53–66.
  • Social Justice Committee (SJC). (2009). Social Justice Committee mission and background. Retrieved from http://socialwork.uw.edu/programs/phd/social-justice-resources/social-justice-committee-mission-and-background
  • Thyer, B. A. (2002). Social work doctoral education in the United States. New Global Development, 18, 153–167.
  • Tummala-Narra, P. (2009). Teaching on diversity: The mutual influence of students and instructors. Psychoanalytic Psychology, 26, 322–334.
  • Valentine, D. P., Edwards, S., Gohagan, D., Huff, M., Pereira, A., & Wilson, P. (1998). Preparing social work doctoral students for teaching: Report of a survey. Journal of Social Work Education, 34, 273–282.
  • Van Soest, D. (1995). Multiculturalism and social work education: The non-debate about competing perspectives. Journal of Social Work Education, 31, 55–66.
  • Walker, G. E., Golde, C. M., Jones, L., Bueschel, A. C., & Hutchings, P. (2008). The formation of scholars: Rethinking doctoral education for the twenty-first century. San Francisco, CA: Jossey-Bass.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.