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When They Try To Erase Us
No full textThe history of social work in the United States has been marked by both progress and paradox. While the profession prides itself on values of equity, inclusion, and social justice, its very foundation has often mirrored societal hierarchies that exclude, minimize, or erase the contributions of practitioners of color. This article explores how erasure functions within the field of school social work from the historical invisibility of Black, Indigenous, and other leaders of color to the contemporary marginalization of their voices in policy, research, and leadership narratives. Grounded in critical race theory, intersectionality, and social work ethics, this practitioner-centered analysis examines the psychological and professional toll of erasure while illuminating the resilience, innovation, and transformative leadership of those who refuse to be silenced. The article concludes with a call-to-action urging institutions, associations, and practitioners to reckon with history, restore recognition, and reimagine leadership that truly embodies social justice
Capturing Sustainability: Exploring the 17 UN Sustainable Development Goals Through Visual Representations During a Short-Term Study Abroad
No full textThis study explored how undergraduate participants in a short-term study abroad (STSA) program engaged with the United Nations Sustainable Development Goals (SDGs) through visual documentation. Grounded in the framework of Education for Sustainable Development (ESD), the research examined how participants demonstrated awareness of sustainability issues through photographs captured during travel across five European cities (Amsterdam, Bruges, Delft, Leuven, and Paris) in May 2024. Twenty-nine participants from the University of Georgia were instructed to photograph at least five SDGs in each city, identifying the corresponding goal for each image. A quantitative analysis of frequencies revealed all 17 SDGs were represented, with SDG 15 (Life on Land), SDG 11 (Sustainable Cities and Communities), and SDG 9 (Industry, Innovation, and Infrastructure) most frequently depicted. These quantitative findings were complemented by qualitative interpretations of recurring visual themes—livestock and natural landscapes (SDG 15), urban mobility and renewable infrastructure (SDG 11), and tourism and floriculture (SDG 9). The limited presence of human figures across photographs suggests that participants may have gravitated toward accessible, public scenes and felt hesitant to capture social interactions or people, revealing a potential bias toward the environmental dimension of sustainability. Within the ESD framework, these findings indicate cognitive engagement with sustainability concepts but limited socio-emotional or behavioral expression. The study demonstrates the pedagogical potential of visual methods to promote sustainability literacy in international education and offers recommendations for integrating SDG-focused reflection, ethical visual practices, and structured dialogue into future STSA curricula to strengthen critical thinking and global awareness
In-Home Access to a Firearm and Intimate Partner Violence among Female College Students
No full textIntimate partner violence (IPV) and firearm violence are two persistent public health issues in the United States. Because more women experience IPV than men, and more men own firearms than women, more research is needed to examine the association between in-home firearm accessibility and physical IPV among female college students. This study examined the factors associated with physical IPV among 427 unmarried, heterosexual, female college students in Florida. Cross-sectional data were collected from Fall 2012 to Summer 2013 using an internet-delivered questionnaire. The outcome was self-reported physical IPV, and the primary predictor was in-home firearm access. Binary logistic regression with backwards listwise entry method was applied fitting age, ethnicity, race, relationship status, residency status, sorority affiliation, having ≥4 binge drinking episodes, and experience of unwanted sex. Over 10% of participants reported experiencing physical IPV, 19.0% had in-home firearm access, and 8.2% reported unwanted sex. The final logistic regression model indicated that participants with in-home firearm access (OR=2.54, p=0.011), in a single, committed/steady relationship (OR=2.35, p=0.023), and those who experienced unwanted sex (OR=1.18, pFindings from this cross-sectional study suggest that female college students in situations prone to IPV may involve the presence of a firearm. Alternatively, findings may suggest that those who experienced IPV may seek security by having access to a firearm in their homes. Future research is needed to examine this relationship and develop appropriate IPV prevention interventions for female college students
Teaching Year Six Boys to Write: A Case Study of Two Melbourne Schools
No full textThe debate surrounding boys’ literacy performance remains a complex and ongoing issue among policymakers, researchers, and educators. This study examines how two different schools nurture boys’ writing skills in Year 6. Writing, a crucial life skill in the 21st century, is essential for personal and professional success. Despite evolving perspectives on the gendering of writing, it is important to recognise that gender is a social and cultural construct. Educators must critically reflect on their own gender biases, avoid stereotyping students’ reading and writing abilities based on gender, and encourage all children to reach their full potential as readers and writers. Effective education is not only about academic achievement but also about cultivating children who are kind, compassionate, and equipped with communication skills—both reading and writing—that will enable them to lead fulfilling lives after school. This study investigates how a holistic school culture supports boys’ writing and explores various pedagogical strategies. It also offers insights into how teachers use technology and diverse approaches to enhance boys’ writing development
Music and Art in School Social Work with Socially Isolated and Marginalized Students: A Participatory Action Research Enhancing the Educational Inclusion During COVID-19.
Get PDFThis article presents and discusses a Participatory Action Research (PAR) project, which was conducted shortly after the outbreak of COVID-19 (March 2020) by the first author (researcher) in collaboration with thirteen School Social Workers (SSWs) (co-researchers-interveners), 11 from Greece and two from Cyprus. The SSWs performed an original “quarantine video-song” composed by the researcher and dedicated to all students, entitled “We’ve Not Forgotten You”. They promoted it publicly and used it as a tool in 15 tailor-made, arts-based, brief, systemic interventions to help enhance the educational inclusion of students who faced intense social isolation and marginalization challenges.
The main findings on how educational inclusion was enhanced are illustrated hereby by three indicative case studies, i.e. one migrant student, one student with chronic illness and disability, and a “whole school of Roma students”. Music and art were linked to the students’ interests and pandemic-related issues and offered them opportunities to strengthen their “voices” regarding the emerging challenges. Depending on the case, the interventions’ focus expanded from the individual and family level to the classroom, school, and community level. The interventions contributed to self-expression, empowerment, highlighting of strengths, and coping with transitions. They also enhanced the sense of school belonging and recognition, promoted interdisciplinary and inter-school collaborations, and strengthened the school-family-community relation. The SSWs, as co-researchers and members of a group coordinated by the researcher, exchanged feedback, and reflected collectively on the interventions, coming up with proposals for future action to enrich school social work practice during COVID-19 and beyond
How Children of Color with Special Healthcare Needs Are Excluded from School and Community: A DisCrit Analysis
Get PDFAdverse childhood experiences (ACEs), child race, and child dis/ability status are all predictors of school exclusion (i.e., exclusionary discipline; e.g., suspension and expulsion) and community exclusion (e.g., involvement in the juvenile justice system, which isolates children from neighbors, family, and friends). The purpose of this paper is to examine the impact of ACEs on school or community exclusion for children of color with special health care needs (SHCN) or having one or more dis/ability or chronic physical, developmental, behavioral, or emotional conditions that require specialized health care and social services. Drawing on Disability Critical Race Theory, I describe each tenet as it relates to school and community exclusion among children of color with SHCN. Furthermore, social work as an entity has a core value to support self-expression and empathy for others—particularly for vulnerable and stigmatized populations
The Father-Daughter Relationship in Claudia Piñeiro’s Novel of Formation, Un comunista en calzoncillos
Get PDFUn comunista en calzoncillos (2013) is a novel by Claudia Piñeiro that does not belong to the crime genre. This autobiographical text that mainly centers on the writer when she was an adolescent is quite distinct within Piñeiro’s work. In two previous studies of this text, I have examined both the adolescent as an enigmatic child—and the female gender roles available to her—and the figure of the father, touching on his manliness and his performance of a non-hegemonic masculinity in a patriarchal society. I build on these pieces to analyze the father-daughter relationship in Un comunista en calzoncillos. The purpose of this article is two-fold. First, drawing on insights from psychoanalysis, I explore the father-daughter relationship in Piñeiro’s novel. In the second part, I suggest that this text is a novel of formation. It is my contention that the author’s relationship with her father constitutes a vital aspect of her formation as a future writer
Orthorexia Nervosa, Weight Bias, and Adverse Childhood Events Among Nutrition Students
Get PDFNutrition student education focuses on teaching future nutrition professionals how to assist clients in health promotion, but many students and professionals in the field display disordered eating tendencies and weight bias. Adverse childhood experiences (ACEs) are a risk factor for the development of eating disorders but have not been studied in this population. The aim of this study was to explore the prevalence and associations between orthorexia (ON), weight bias, and ACEs among nutrition students, and their perceptions of the impact of nutrition curriculum on their diet and body. A mixed methods survey consisting of sociodemographic questions, ON tendencies, weight bias, ACEs, and perceptions of curriculum content was distributed to university nutrition programs in 12 mid-southeast states with the U.S. Pearson’s Chi-squared test, Fisher’s exact test, Person’s correlation test, and independent samples t-tests assessing the relationship between variables. Open-ended responses were analyzed using inductive analysis. Of 164 respondents, the majority were female (92.1%) and white (82.0%). The mean ORTO-R (measure of orthorexia tendencies) was 14.57, 49.4% had a dysfunctional family (exposure to at least one family dysfunction), and participants demonstrated moderate levels of implicit weight prejudice, M=0.42, SD=0.38, denoting a significant level of bias (P
Ieme Van der Poel. New Literary Voices of the Moroccan Diaspora: Republic of Cousins. Liverpool UP, 2022.
Get PDFReview of Ieme Van der Poel, New Literary Voices of the Moroccan Diaspora: Republic of Cousins. Liverpool UP, 2022. 213 pp
Cultivating a Learning Ecology in an Online Graduate Course
Get PDFThis paper discusses the authors’ co-facilitation of a learning ecology in an online course on adult education program planning. Aspects and implications of an asynchronous learning ecology will be shared