Abstract
This paper describes one effort to infuse a social justi - ce framework into a social work doctoral education programme in a prominent research university of the United States. The Justice in Doctoral Education (SJDE) Project identified Social Jus - tice Learning Objectives (SJLOs) in the categories of scholarship, teaching, and service. Doctoral students were surveyed in 2010 to determine the extent to which the SJLOs were being systematically facilitated by their doctoral programme. The forms that guide and shape the milestones of doctoral education at that institution were revised in 2011 in an attempt to create new opportunities for so - cial justice learning. A second survey of doctoral students in 2013 resulted in two findings. First, doctoral students reported using the SJLOs to guide their education. Second, a pre/post comparison of student perceptions indicated an increase in opportunities for social justice learning through doctoral education. This case study provides preliminary support for the modification of organisational routines to expand social justice education in social work.
Highlights
RESUMEN: En este artículo se describe el esfuerzo para infundir un marco de justicia social en un programa doctoral de trabajo social dentro de una universidad prominente de investigación de los Estados Unidos
The Social Justice in Doctoral Education” (SJDE) Project, through actions of the Social Justice Committee (SJC), in the mission and recruitment priorities of the doc- undertook a systematic inquiry into the present status toral program and the curricular emphasis and insti- of social justice education at the institution that had tutional support for social justice learning and action endorsed the Social Justice Learning Objectives (SJLOs) as a framework
Progress toward the social justice ideals of the social work profession may benefit from the infusion of a social justice framework into doctoral education
Summary
Like many allied service professions, holds an aspiration for inclusive, equitable, and juscontent, and is ill-suited for reaching a large number of students (Hooyman, 2006). Derr signments to assess learning of novel content related for the Advancement of Doctoral Education in Social to these themes Developing and embedding such Work (GADE), a member-run organization whose prithemes does not prohibit specialization or integration mary purpose is the promotion of excellence in docstrategies for curricular reform, but may com- toral education in social work, does not endorse acplement or enhance those other efforts. Social justice framework into doctoral education in so- disappointment in the emerging learning objectives, cial work by changing the organizational routines that in part because competency-based education did not shape doctoral education at one institution. Resonate with their ontological/epistemological views, the Social Justice Learning Objectives
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