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.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 teacher head, 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".