Abstract
The past decade has seen growth in the international and interdisciplinary literature about competency-based education (CBE). With the passage of the Council on Social Work Education’s Educational Policy and Accreditation Standards (EPAS) in 2008, the U.S. social work education enterprise joined other professional groups in embracing CBE. This article analyzes the positions of both proponents and critics of CBE. It reviews the core competencies for social work identified in the EPAS and explores challenges and opportunities that CBE and the competencies present to feminist pedagogy. It concludes with a classroom exercise that is used to integrate feminist pedagogy and the core competencies.
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