Discourse Analysis in Critical Social Work: From Apology to Question
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This paper concerns the relation between critical reflective practice and social workers’ lived experience of the complicated and contradictory world of practice. I will outline how critical reflection based on discourse analysis may generate useful perspectives for practitioners who struggle to make sense of the gap between critical aspirations and practice realities, and who often mediate that gap as a sense of personal failure. I will describe two examples of discourse-based case studies, and show how the conceptual space that is opened by such reflection can help social workers gain a necessary distance from the complexity of their ambivalently constructed place. Discourse analysis can provide new vantage points from which to reconstruct practice theory in ways that are more consciously oriented to our social justice commitments. I understand these vantage points in the case studies I will describe as: 1) an historical consciousness, 2) access to understanding what is left out of discourses in use, 3) understanding of how actors are positioned in discourse, all leading to: 4) a new set of questions which expose the gap between the construction of practice possibilities and social justice values, thus allowing for a new understanding of the limitations, constraints and possibilities within the context of the practice problem.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.008 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.016 | 0.003 |
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 it