Teaching social work in an era of New Public Management: Encouraging emotion, critical reflection, and collectivity as tools of resistance
Bibliographic record
Abstract
Educating the next generation of social workers to practice in accordance with the values of the discipline is increasingly complicated in an era of practice shaped by neoliberalism and systems of New Public Management. Based on data drawn from collaborative autoethnographic conversations between two social work educators, this article responds to a sense of disillusionment, anxiety and powerlessness associated with entering today’s field of practice, as witnessed in their classrooms. Located at the intersection of two areas of scholarship – one stressing the importance of accompanying students in developing abilities to attend to emotion in social work practice with vulnerable, marginalised populations and, the other, identifying social work education as a potential site of resistance against the devaluing of social work evident in systems influenced by prevailing neoliberal attitudes – this article proposes considering emotion in the classroom as a means of confronting students’ (and educators’) feelings of disenchantment and powerlessness and inspiring hope for the (re)establishment of social work values in contemporary practice.
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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 | 0.031 | 0.035 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.014 | 0.054 |
| Scholarly communication | 0.018 | 0.011 |
| Open science | 0.002 | 0.016 |
| Research integrity | 0.003 | 0.006 |
| 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".