Open Access Journals at IU Indianapolis
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An Autoethnographic Exploration of Design Justice as a Framework for Anti-Racist, Equitable Curriculum Design
Get PDFAs higher education contends with the complexity of providing a more diverse and equitable education for students, we believe that social workers should lead this movement. This case study\u27s purpose is to share the experiences of social work educators engaging in a justice-centered practice guiding curriculum development. In addition, we hope to inspire other faculty to consider implementing similar practices within their curriculum. The following study presents the experiences of four faculty and staff members at an urban-centered, generalist practice social work department in higher education. Using an autoethnographic model, we engaged in an in-depth exploration of our own educational experiences, uncovering our own biases, and working towards more progressive and equitable models of education. We learned new ways of sharing content, grading, and accepting the expertise of others. There are important implications of this work, such that design justice can increase students’ engagement, sense of belonging, and ultimately degree completion
Examining Social Work Education: Fall 2024 Editorial
No full textThis issue contains 11 articles by 40 authors, both national and international. The majority are empirical papers, using qualitative, quantitative, or mixed methods. More than one article presents a case study, which gives me an opportunity to promote this methodology. One of my first research projects was a case study of the child welfare system in the State of Indiana, as we were asked to focus only on Indiana’s system (Barton et al., 2006). In my role as editor of Advances in Social Work, I see many manuscripts that are in-depth studies of a department, classroom, or grant program, for example. These provide detailed information about a particular context in a “real-world” setting, thus receive the designation of case study
