From Turmoil to Transformation: Advancing Anti-Oppressive Social Work Education in an Era of Instability
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
Anti-oppression is woven throughout the Council on Social Work Education (CSWE) 2022 Educational Policy and Accreditation Standards (EPAS). The call to action is clear; how to engage can be challenging. How do we bring anti-oppressive practice (AOP) pedagogy alive in the classroom? This article aims to create space in which Social Work educators can join us in reflecting upon and interrogating our collective practices as we seek to answer the call of our guiding educational standards and ethics while also weighing the critiques. The classroom represents a place of powerful parallel process, wherein Social Work educators can model many of the same concepts and skills we hope to impart to our students. Building from the tradition of story-telling as a form of knowledge and deconstruction, we, the authors, draw upon our theoretical perspectives, clinical and educational experiences, and lessons learned from our processes of bringing AOP pedagogy into our classrooms. We offer a community of ideas and collective commitment to the conviction that through AOP and AOP pedagogy, social workers can work together to create a more just society, one which honors the dignity and worth of all individuals, fostering human rights and the opportunity for all individuals to thrive.
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 | 0.004 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.003 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 it