Pedagogical approaches for social justice and diversity in Canadian social work education
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 aims to explore social justice and diversity education in Canadian schools of social work. Using an online survey, we invited faculty members to share their teaching experiences in social justice and diversity courses. Participants included 24 faculty members who have taught either undergraduate or graduate students in accredited social work schools across Canada. Using descriptive synthesis and content analysis, the findings revealed various characteristics of social justice and diversity courses, as well as several categories around challenges and supports in teaching social justice and diversity courses. Three challenges are noted: (1) insufficient time to cover social justice and diversity topics with enough breadth and depth; (2) addressing students’ affects and preconceived ideas; and (3) increased burden for faculty members identifying as Black, Indigenous, and people of color (BIPOC) teaching social justice focused courses. Participants described three areas that need to be strengthened to teach social justice and diversity courses including (1) integrating social justice content across all micro and macro courses, as well as practicum; (2) creating a space and culture of community of practice (CoP) for social justice education and ongoing faculty training; and (3) institutionalizing social justice education for the professional accreditation of social work education.
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.
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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.003 |
| Science and technology studies | 0.010 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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 it