Publication Cover
Social Work Education
The International Journal
Volume 43, 2024 - Issue 2
377
Views
2
CrossRef citations to date
0
Altmetric
Research Articles

A triad model of engaged social work pedagogy: connecting research, education, and action

ORCID Icon &
Pages 356-373 | Received 17 Feb 2022, Accepted 27 Jun 2022, Published online: 08 Jul 2022

References

  • Aizik, D. P., Strier, R., & Azaiza, F. (2017). The paradoxical fabric of hope in academy-community partnerships: challenging binary constructions of conflict-cooperation. In D. Shak & R. Hollister (Eds), University Social Responsibility and Quality of Life (pp. 135–153). Singapore: Springer.
  • Australian Association of Social Workers. (2020). Code of ethics. https://www.aasw.asn.au/document/item/1201
  • Boyer, E. L. (1996). The scholarship of engagement. Bulletin of the American Academy of Arts and Sciences, 49(7), 18–33. https://doi.org/10.2307/3824459
  • Cavalcante, M. T. L., Jiménez, P. L., & Navarro-Segura, L. (2021). Methodologies to enhance innovation competencies in social work education. Social Work Education, 40(3), 367–382. https://doi.org/10.1080/02615479.2019.1674801
  • Clifford, D., & Burke, B. (2005). Developing anti-oppressive ethics in the new curriculum. Social Work Education, 24(6), 677–692. https://doi.org/10.1080/02615470500185101
  • Corley, N. A., & Young, S. A. (2018). Is social work still racist? a content analysis of recent literature. Social Work, 63(4), 317–326.https://doi.org/10.1093/sw/swy042
  • Council on Social Work Education. (2022). Educational policy and accreditation standards for baccalaureate and masters social work programs. https://www.cswe.org/Accreditation/Information/2022-EPAS/Draft-2-of-2022-EPAS
  • Cousin, G. (2010). Positioning positionality: The reflexive turn. In M. Savin-Baden & C. Howell Major (Eds.), New approaches to qualitative research: Wisdom and uncertainty (pp. 9–18). Routledge.
  • D’Adamo, K. (2017). Sex (work) in the classroom: How academia can support the sex workers’ rights movement. In K. Hail-Jares, C. Shdaimah, & C. Leon (Eds.), Challenging perspectives on in street-based sex work (pp. 195–217). Columbia University Press.
  • Delavega, E., Lennon Dearing, R., Neely-Barnes, S., Soifer, S., & Crawford, C. (2017). Research note—engaged scholarship: A signature research methodology for social work. Journal of Social Work Education, 53(3), 568–576. https://doi.org/10.1080/10437797.2016.1269703
  • Dominelli, L. (1996). Deprofessionalizing social work: Anti-oppressive practice, competencies and postmodernism. British Journal of Social Work, 26(2), 153–175. https://doi.org/10.1093/oxfordjournals.bjsw.a011077
  • Dominelli, L. (1998). Anti-Oppressive practice in context. In R. Adams, L. Dominelli, M. Payne, J. Campling (Eds.), Social Work (pp. 3–22). Palgrave. https://doi.org/10.1007/978-1-349-14400-6_1
  • Eatman, T. K., Cantor, N., & Englot, P. T. (2017). Real rewards: Publicly engaged scholarship, faculty agency, and institutional aspirations. In C. Dolgon, T. D. Mitchell, & T. K. Eatman (Eds.), The Cambridge handbook of service learning and community engagement (pp. 359–369). Cambridge University Press.
  • Edmonds-Cady, C., & Wingfield, T. T. (2017). Social workers: Agents of change or agents of oppression? Social Work Education, 36(4), 430–442. https://doi.org/10.1080/02615479.2017.1291802
  • Epstein, I. (1987). Pedagogy of the preturbed. Journal of Teaching in Social Work, 1(1), 71–89. doi:10.1300/J067v01n01_06
  • Fitzgerald, H. E., Bruns, K., Sonka, S. T., Furco, A., & Swanson, L. (2012). The centrality of engagement in higher education. Journal of Higher Education Outreach and Engagement, 16(3), 7–27.
  • Franco, D. (2021). Revisiting cultural diversity in social work education through Latino critical race theory testimonio. Social Work Education, 40(4), 522–534. https://doi.org/10.1080/02615479.2020.1740191
  • Freire, P. (2006). Pedagogy of the oppressed (30th anniversary ed.). Continuum.
  • Goel, K., Hudson, C., & Cowie, J. (2018). Building research capacity for social work practitioners: A regional perspective. Social Work Education, 37(8), 1028–1043. https://doi.org/10.1080/02615479.2018.1481205
  • Gredig, D., & Bartelsen-Raemy, A. (2018). Exploring social work students’ attitudes toward research courses: Predictors of interest in research-related courses among first year students enrolled in a bachelor’s programme in Switzerland. Social Work Education, 37(2), 190–208. https://doi.org/10.1080/02615479.2017.1389880
  • Gredig, D., Heinsch, M., & Bartelsen-Raemy, A. (2022). Exploring social work students’ attitudes toward research courses: Comparing students in Australia and Switzerland. Social Work Education, 41(4), 451–471. https://doi.org/10.1080/02615479.2020.1849086
  • Hall, N. (2015). Delineating the learning process in generating a research culture among undergraduate social work students: A case study of student participation in an academic conference. Social Work Education, 34(7), 829–845. https://doi.org/10.1080/02615479.2015.1072709
  • Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.
  • International Federation of Social Workers. (2018). Global social work statement of ethical principles. https://www.ifsw.org/global-social-work-statement-of-ethical-principles/
  • Johnson, A. K., & Soska, T. M. (2004). University-Community partnerships: An introduction. Journal of Community Practice, 12(3–4), 1–11.‏. https://doi.org/10.1300/J125v12n03_01
  • Kenya Institute of Social Work and Community Development. (2019). Membership code of ethics. https://www.kiswcd.co.ke/membership/membership-code-of-ethics-and-professional-conduct-2/
  • Lawson, H. A., Caringi, J. C., Pyles, L., Jurkowski, J. M., & Bozlak, C. T. (2015). Participatory action research. In Pocket Guide to Social Work Research Methods. Oxford University Press.
  • McCrystal, P., & Wilson, G. (2009). Research training and professional social work education: Developing research‐minded practice. Social Work Education, 28(8), 856–872. DOI: 10.1080/02615470802672962.
  • McNicoll, P. (1999). Issues in teaching participatory action research. Journal of Social Work Education, 35(1), 51–62. https://doi.org/10.1080/10437797.1999.10778946
  • Mendez, A., Bonds-Grocher, K., Taylor, M., & .with from Ballentine, K., Frey, W., & Brock-Petroshius, K. (2021). Anti-Racist pedagogy in social work doctoral education: A compilation of reports. Group for the Advancement of Doctoral Education in Social Work (GADE) in partnership with Fordham University School of Social Services. Retrived from: https://www.gadesocialwork.org/Portals/0/docs/Anti-Racist%20Pedagogy/2021%2005%20Anti%20Racist%20Pedagogy%20in%20SW%20Doc%20Ed%20Report%20and%20Presentation.pdf?ver=LjVps6r2EswlFmXQ87XSzg%3d%3d
  • National Association of Social Workers. (2021). Code of Ethics. https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English
  • Negrea, D., Rapp, C., Westbrook, T. M., Lasher, R., Hahn, S. A., Schure, M., & Turner Goins, R. (2018). Research attitudes and their correlates among undergraduate social work students. Journal of Social Work Education, 54(3), 506–516. https://doi.org/10.1080/10437797.2018.1434430
  • Nigro, G. (2017). Community-Based research. In C. Dolgon, T. D. Mitchell, & T. K. Eatman (Eds.), The Cambridge handbook of service learning and community engagement (pp. 158–167). Cambridge University Press.
  • Padgett, D. K. (2016). Qualitative methods in social work research (Vol. 36). Sage publications.
  • Parker, C., Scott, S., Delamont, S., Cernat, A., Sakshaug, J. W., & Williams, R. A. (Eds.), SAGE Research Methods Foundations, SAGE Publications Ltd, (2020), p. 10.4135/9781526421036831710 A. Geddes Snowball sampling P. Atkinson
  • Postan-Aizik, D., Strier, R., & Azaiza, F. (2017). The Paradoxical Fabric of Hope in Academy-Community Partnerships: Challenging Binary Constructions of Conflict-Cooperation. In D. Shek, R. Hollister (Eds.), University Social Responsibility and Quality of Life. Quality of Life in Asia (Vol. 8). Springer. https://doi.org/10.1007/978-981-10-3877-8_9.
  • Postan-Aizik, D., Shdaimah, C. S., & Strier, R. (2020). Positioning Social Justice: Reclaiming Social Work’s Organising Value. British Journal of Social Work, 50(6), 1652–1668. https://doi.org/10.1093/bjsw/bcz111
  • Powell, J., & Orme, J. (2011). Increasing the confidence and competence of social work researchers: What works? British Journal of Social Work, 41(8), 1566–1585. https://doi.org/10.1093/bjsw/bcr027
  • Rabin, C. (1985). Matching the research seminar to meet practice needs: A method for integrating research and practice. Journal of Social Work Education, 21(1), 5–12‏. https://doi.org/10.1080/10437797.1985.10671687
  • Reisch, M. (2013). Social Work Education and the Neo-Liberal Challenge: The US Response to Increasing Global Inequality. Social Work Education, 32(6), 715–733. https://doi.org/10.1080/02615479.2013.809200
  • Rogers, J. (2012). Anti-Oppressive social work research: Reflections on power in the creation of knowledge. Social Work Education, 31(7), 866–879. https://doi.org/10.1080/02615479.2011.602965
  • Rogers, J. (2012). Anti-Oppressive Social Work Research: Reflections on Power in the Creation of Knowledge. Social Work Education, 31(7), 866–879. https://doi.org/10.1080/02615479.2011.602965
  • Ross, D. (2007). A dis/integrative dialogic model for social work education. Social Work Education, 26(5), 481–495. https://doi.org/10.1080/02615470601118621
  • Saltmarsh, J., & Hartley, M. (2017). A Brief History of the Civic Engagement Movement in American Higher Education*. In C. Dolgon, T. Mitchell, & T. Eatman (Eds.), The Cambridge Handbook of Service Learning and Community Engagement (Cambridge Handbooks in Psychology (pp. 112–124). Cambridge University Press. https://doi.org/10.1017/9781316650011.012
  • Secret, M., Abell, M. J., Ward, C. J., Charles, J. L. K., & Perkins, N. H. (2017). Research knowledge assessment: A study of MSW students’ acquisition and retention of research knowledge. Journal of Social Work Education, 53(3), 480–494. https://doi.org/10.1080/10437797.2016.1266977
  • Shdaimah, C. S., Stahl, R. W., & Schram, S. (2011). Change research: A case study on collaborative methods for social workers and advocates. Columbia University Press. https://doi.org/10.7312/columbia/9780231151795.001.0001
  • Shdaimah, C. L., Strier, J., Postan-Aizik, R., Leviton, D., S., & Olsen, J. (2016). Exploring Social Justice in Mixed/Divided Cities: From Local to Global Learning. Annals of Global Health, 82(6), 964–971. https://doi.org/10.1016/j.aogh.2016.11.010
  • Social Work Coalition for Anti-Racist Educators. (n.d.). About us. swcares.org
  • Soska, T., & Butterfield, A. K. J. (2013). University-Community partnerships: Universities in civic engagement. Routledge‏.
  • St. John, E. P. (2017). Publishing engaged scholarship and engaging academic publishers. In C. Dolgon, T. D. Mitchell, & T. K. Eatman (Eds.), The Cambridge handbook of service learning and community engagement (pp. 404–415). Cambridge University Press.
  • Strier, R. (2007). Anti-Oppressive research in social work. British Journal of Social Work Practice, 37(5), 857–871. https://doi.org/10.1093/bjsw/bcl062
  • Strier, R. (2007). Anti-Oppressive Research in Social Work: A Preliminary Definition. British Journal of Social Work, 37(5), 857–871. https://doi.org/10.1093/bjsw/bcl062
  • Stringer, E. T., & Aragón, A. O. (2020). Action research (5th ed.). Sage Publications.
  • Teixeira, S., Augsberger, A., Richards-Schuster, K., Sprague Martinez, L., & Evans, K. (2021). Opportunities to “make macro matter” through the Grand Challenges for Social Work. Families in Society, 102(3), 414–426. https://doi.org/10.1177/1044389420972488
  • Teixeira, S., Lombe, M., Figuereo, V., Chu, Y., Wang, K., Bartholomew, M. W., Rosales, R., Perez-Aponte, J., McRoy, R., Rambo, D. K., & Mayes, L. (2021). University and community agency research partnerships: Implications for teaching, scholarship, and service. Journal of Social Work Education, 57(4), 731–744. https://doi.org/10.1080/10437797.2020.1713943
  • United Workers. (n.d.). Home. https://www.unitedworkers.org/
  • Unrau, Y. A., & Grinnell, R. M., Jr. (2005). The impact of social work research courses on research self‐efficacy for social work students. Social Work Education, 24(6), 639–651. https://doi.org/10.1080/02615470500185069
  • Whetung, M., & Wakefield, S. (2018). Colonial conventions: Institutionalized research relationships and decolonizing research ethics. Routledge.
  • Wilson, A., & Beresford, P. (2000, October). 'Anti-Oppressive practice': Emancipation or appropriation?. British Journal of Social Work, 30(5), 553–573. https://doi.org/10.1093/bjsw/30.5.553
  • Yee, J. Y., & Wagne, A. E. (2013). Is anti-oppression teaching in Canadian social work classrooms a form of neo-liberalism? Social Work Education, 32(3), 331–348. https://doi.org/10.1080/02615479.2012.672557
  • Young, D. S., & Casey, E. A. (2019). Examination of the sufficiency of small qualitative samples. Social Work Research, 43(1), 53–58. https://doi.org/10.1093/swr/svy026

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.