SUPPORT OF SEXUAL ORIENTATION AND GENDER IDENTITY CONTENT IN SOCIAL WORK EDUCATION: RESULTS FROM NATIONAL SURVEYS OF U.S. AND ANGLOPHONE CANADIAN FACULTY

2011 ◽  
Vol 47 (1) ◽  
pp. 19-35 ◽  
Author(s):  
Karen I. Fredriksen-Goldsen ◽  
Michael R. Woodford ◽  
Katherine P. Luke ◽  
Lorraine Gutiérrez
Keyword(s):  
Sexual Orientation ◽  
Social Work ◽  
Gender Identity ◽  
Social Work Education ◽  
National Surveys ◽  
And Gender ◽  
Work Education

The Intersection of Religion and Sexual Orientation: Pedagogy and Challenges

2015 ◽  
Vol 20 (1) ◽  
pp. 157-178
Author(s):  
Claire L. Dente
Keyword(s):  
Sexual Orientation ◽  
Social Work ◽  
Cultural Competence ◽  
Educational Policy ◽  
Social Work Education ◽  
Social Work Students ◽  
Religion And Spirituality ◽  
Culturally Competent ◽  
Diversity Issues ◽  
Work Education

The Council on Social Work Education's (CSWE) 2008 Educational Policy and Accreditation Standards (EPAS) included the goal of competency in the ability to “engage diversity and difference in practice.” This goal continued efforts to raise awareness of diversity issues for clients articulated in earlier EPAS. Social work education has included cultural competence in areas of difference including sexual orientation and religion and spirituality. Undergraduate social work students should understand the complexity of this intersection to provide culturally competent services to lesbian, gay, bisexual, transgender, and queer clients, and to understand religious backgrounds that may not include affirmative messages on sexual orientation. This article presents an overview of the intersection of religion/spirituality and sexual orientation, and recommends audiovisual materials that can highlight salient issues for BSW students in pedagogy on this intersection.

Social Work Education and Sexual Orientation:

1996 ◽  
Vol 5 (4) ◽  
pp. 17-32 ◽  
Author(s):  
Romel Mackelprang ◽  
JoAnn Ray ◽  
Maria Hernandez-Peck
Keyword(s):  
Sexual Orientation ◽  
Social Work ◽  
Social Work Education ◽  
Work Education

The awardees’ contribution reviewed

2017 ◽  
Author(s):  
Gurid Aga Askeland ◽  
Malcolm Payne
Keyword(s):  
Content Analysis ◽  
Social Work ◽  
Curriculum Development ◽  
United Nations ◽  
Community Involvement ◽  
Social Work Education ◽  
Social Issues ◽  
Policy Advocacy ◽  
And Gender ◽  
Work Education

The chapter presents a content analysis of interviews with most of the awardees and of biographies of others who received the Katherine Kendall Award, summarizing information about them. It reviews the nature of their international work, their roles in developing social work education in their own country and internationally, in extending practice education and in curriculum development. The main social issues that engaged their involvement and the main subjects of their publications are analysed. Issues such as academization, community involvement and policy advocacy, social work and gender, the funding of their work and their work with the United Nations are explored.

Critical Pedagogy in Online Social Work Education: Changing Conceptions of Time in the Neoliberal University

Somatechnics ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 73-94
Author(s):  
Kristin Smith ◽  
Donna Jeffery ◽  
Kim Collins
Keyword(s):  
Social Work ◽  
Online Education ◽  
Critical Pedagogy ◽  
Social Work Education ◽  
Qualitative Interviews ◽  
Social Work Educators ◽  
Digital World ◽  
Learning Programs ◽  
Recent Graduates ◽  
Work Education

Neoliberal universities embrace the logic of acceleration where the quickening of daily life for both educators and students is driven by desires for efficient forms of productivity and measurable outcomes of work. From this perspective, time is governed by expanding capacities of the digital world that speed up the pace of work while blurring the boundaries between workplace, home, and leisure. In this article, we draw from findings from qualitative interviews conducted with Canadian social work educators who teach using online-based critical pedagogy as well as recent graduates who completed their social work education in online learning programs to explore the effects of acceleration within these digitalised spaces of higher education. We view these findings alongside French philosopher Henri Bergson's concepts of duration and intuition, forms of temporality that manage to resist fixed, mechanised standards of time. We argue that the digitalisation of time produced through online education technologies can be seen as a thinning of possibilities for deeper and more critically self-reflexive knowledge production and a reduction in opportunities to build on social justice-based practices.

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