Bibliographic record
Abstract
This study was based on the emphasis that Canadian social work education is currently placing on educational processes to graduate critically reflective social workers who can address social issues from a social justice perspective. This qualitative study explored the meaning of social justice to graduating BSW students and the social work educational experiences that shaped this meaning. Ten adult learners from a Canadian baccalaureate program in social work participated in the study. A transcendental phenomenological research approach supported the exploratory and descriptive nature of this study and the method of data analysis was a modification of the Stevick-Colaizzi-Keen method developed by Moustakas (1994). Findings revealed that the integration of student participants' lived experiences and social work education created a meaningful commitment to social justice which could be further understood within the context of transformative learning in social work education. The findings also revealed that student participants had experiences with incongruency between the espoused commitment to social justice and a lack of commitment to social justice demonstrated within their educational and practice settings reflective of a tension that continues to exist between social justice and mainstream social work education and practice. The implications of this study suggest the need for social work educators who wish to promote social justice to further embrace transformative learning and further develop social justice education in social work programs as ways of continuing to support meaningful commitment to social justice and action for social change in their work with social work students. This study brings student voice forward and participants also offer their recommendations to social work educators. The study concludes with recommendations for future research.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.010 | 0.011 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.045 | 0.100 |
| Scholarly communication | 0.021 | 0.007 |
| Open science | 0.003 | 0.019 |
| Research integrity | 0.005 | 0.010 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".