Arbor, Vol 191, No 771 (2015)

Transformando las rutinas organizacionales en los programas de doctorado: Una intervención para inculcar la justicia social en el curriculum de los programas de bienestar social


https://doi.org/10.3989/arbor.2015.771n1004

Valerie B. Shapiro
UCB, Estados Unidos

Kimberly D. Hudson
University of Washington, Estados Unidos

Carrie A. Moylan
Binghamton University, Estados Unidos

Amelia S. Derr
Seattle University, Estados Unidos

Resumen


En este artículo se describe el esfuerzo para infundir un marco de justicia social en un programa doctoral de trabajo social dentro de una universidad prominente de investigación de los Estados Unidos. El proyecto de investigación “Justicia Social en la Educación Doctoral” (SJDE) identificó los Objetivos de Aprendizaje de la Justicia Social (SJLOs) en una serie de categorías de la investigación científica, como la enseñanza y el servicio. Los estudiantes de doctorado respondieron a una encuesta en 2010 para determinar el grado en el que los SJLOs se facilitaban sistemáticamente en el programa de doctorado. En 2011 se revisaron los formularios que guían y dan forma a los hitos de la educación doctoral en esa institución, en un intento de crear nuevas oportunidades para la justicia social de aprendizaje. En 2013, una encuesta seguimiento a los estudiantes de doctorado dio lugar a dos conclusiones. La primera es que los estudiantes de doctorado informaron del uso de las SJLOs como guía de su educación. La segunda es que una comparación pre / post de las percepciones de los estudiantes indicó el aumento de oportunidades para el aprendizaje de la justicia social por medio de sus estudios de doctorado. En conclusión, este caso de estudio nos proporciona evidencia preliminar para la modificación de las rutinas organizativas, como un medio para ampliar la educación de la justicia social en el trabajo social.

Palabras clave


justicia social; estudiantes de doctorado; educación de posgrado; educación en trabajo social

Texto completo:


HTML PDF XML

Referencias


Anastas, J.W. (2012). Doctoral education in social work. New York: Oxford University Press.

http://dx.doi.org/10.1093/acprof:oso/9780195378061.001.0001

Anastas, J. W. and Congress, E. P. (1999). Philosophical issues in doctoral education in social work: A survey of doctoral program directors. Journal of Social Work Education, 35, 1, pp. 143-153.

Banks, S. (2001). Ethics and values in social work. New York: Taylor & Francis.

Bell, L., Washington, S., Weinstein, G. and Love, B. (1997). Knowing ourselves as instructors. In Adams, M. Bell, L. A. and Griffin, P. (eds.), Teaching for diversity and social justice: A source book. New York, NY: Routledge, pp. 299–310.

Bonnycastle, C.R. (2011). Social justice along a continuum: A relational illustrative model. Social Service Review, 85, 2, pp.267-295. http://dx.doi.org/10.1086/660703

Brach, C. and Fraser, I. (2000). Can cultural competency reduce racial and ethnic health disparities? A review and conceptual model. Medical Care Research and Review, 57, 1, pp.181-217. http://dx.doi.org/10.1177/107755800773743655

Calley, N. G., Pickover, S., Bennett-Garraway, J., Hendry, S. J. and Garraway, G. M. (2011). Integrating social justice across the curriculum: The catholic mission and counselor education. Journal of Catholic Higher Education, 30, 2, pp. 289-308.

Council on Social Work Education (CSWE) (2002). Purposes of the social work profession and of social work education (Educational Policy Accreditation Standards).

Deal, K. H. and Hyde, C. A. (2004). Understanding MSW student anxiety and resistance to multicultural learning. Journal of Teaching in Social Work, 24, 1, pp. 73–86. http://dx.doi.org/10.1300/J067v24n01_05

Dreachslin, J. L. (1996). Diversity Leadership. Chicago: Health Administration Press.

Feldman, M. S. and Pentland, B. T. (2003). Reconceptualizing Organizational Routines as a Source of Flexibility and Change. Administrative Science Quarterly, 48, 1, pp. 94-118. http://dx.doi.org/10.2307/3556620

Finn, J. L. and Jacobson, M. (2003). Just practice: Steps toward a new social work paradigm. Journal of Social Work Education, 39, pp. 57-78.

Fleck-Henderson, A. and Melendez, M. P. (2009). Conversation and conflict: Supporting authentic dialogue in the classroom. Journal of Teaching in Social Work, 29, 1, pp. 32–46. http://dx.doi.org/10.1080/08841230802212752

Funge, S. P. (2011). Promoting the social justice orientation of students: The role of the educator. Journal of Social Work Education, 47, 1, pp. 73-90. http://dx.doi.org/10.5175/JSWE.2011.200900035

Garcia, B. and Van Soest, D. (2000). Facilitating learning on diversity: Challenges to the professor. Journal of Ethnic & Cultural Diversity in Social Work, 9, 1-2, pp. 21–39. http://dx.doi.org/10.1300/J051v09n01_02

Gering, R.E. (2003). Conflicting principles in social work doctoral programs: the effects of unspoken power dynamics. Canadian Social Work Review, 20, 2, pp. 243-257.

Gewirtz, S. (2006). Towards a contextualized analysis of social justice in education. Educational Philosophy and Theory, 38, 1, pp. 69-81. http://dx.doi.org/10.1111/j.1469-5812.2006.00175.x

Gil, D. (1998). Confronting injustice and oppression: concepts and strategies for social workers. New York: Columbia University Press.

Granruth, L. B. (2009). Justice implications of the proposed federal family and work tax credits: Applying justice theories to policy advocacy. Families in Society, 90, pp. 205–211. http://dx.doi.org/10.1606/1044-3894.3875

Group for the Advancement of Doctoral Education (GADE). (2003). Guidelines for Quality in Social Work Doctoral Programs (Revised) [on line]. Available from: http://www.gadephd.org/documents/gadeguidelines.pdf

Group for the Advancement of Doctoral Education (GADE). (2013). Guidelines for Quality in Social Work Doctoral Programs (Revised) [on line]. Available from: http://www.gadephd.org/documents/ gadeguidelines.pdf

Gutiérrez, L., Fredricksen, K. and Soifer, S. (1999). Perspectives of social work faculty on diversity and societal oppression content: Results from a national survey. Journal of Social Work Education, 35, pp.409–419.

Hackman, H.W. (2005). Five essential components for social justice education. Equity & Excellence in Education, 38, 2, pp. 103-109. http://dx.doi.org/10.1080/10665680590935034

Holloway, S., Black, P., Hoffman, K. and Pierce, D. (2009). Some considerations of the import of the 2008 EPAS for cur1riculum design. Washington, DC: Council on Social Work Education.

Hooyman, N.R. (2006). Achieving curricular and organizational change: Impact of the CSWE geriatric enrichment in social work education project. Washington, DC: Council for Social Work Education.

Hudson, K.D., Shapiro, V.B., Moylan, C.A., Garcia, A. and Derr, A.S. (2014). (forthcoming). Infusing social justice into doctoral programs of Social Welfare: An incremental approach. Journal of Social Work Education.

Ishisaka, H.A., Sohng, S.S. L., Farwell, N. and Uehara, E.S. (2004). Partnership for integrated community-based learning: A social work community-campus collaboration. Journal of Social Work Education, 40, 2, pp. 321-336.

Jacobson, M. (2009). The faculty meeting: Practicing social justice-oriented group work. Social Work With Groups, 32, pp. 177–192. http://dx.doi.org/10.1080/01609510802527417

Khinduka, S. (2002). Musings on doctoral education in social work. Research on Social Work Practice, 12, pp. 684-694. http://dx.doi.org/10.1177/1049731502012005007

Learning & Scholarly Technologies. (1998-2011). Catalyst WebQ [Web-based survey software]. Seattle, WA: University of Washington. Available from: https://catalyst.uw.edu/webq (restricted access).

Lee, E. O. (2010). More than a mission statement: Implementing diversity and social justice initiatives within a school of social work. Multicultural Education & Technology Journal, 4, 4, pp. 261-271. http://dx.doi.org/10.1108/17504971011087559

Lee, M. Y. and Greene, G. J. (2004).A teaching framework for transformative multicultural social work education. Journal of Ethnic and Cultural Diversity in Social Work, 12, 3, pp. 1-28. http://dx.doi.org/10.1300/J051v12n03_01

Lieberman, A. and Lester, C. (eds.). (2004). Social Work Practice and Difference: Stories, Essays Cases, and Commentaries. New York: McGraw Hill.

Lindsey, D. and Kirk, S.A. (1992). The continuing crisis in social work research: Conundrum or solvable problem? An essay review. The Journal of Social Work Education, 28, 3, pp. 370-382.

Lubben, J. and Harootyan, L. K. (2003). Strengthening geriatric social work through a doctoral fellowship program. Journal of Gerontological Social Work, 39, 1-2, pp. 145-156. http://dx.doi.org/10.1300/J083v39n01_12

McInerney, P. (2007). From naive optimism to robust hope: Sustaining a commitment to social justice in schools and teacher education in neoliberal times. Asia-Pacific Journal of Teacher Education, 35, 3, pp. 257-272. http://dx.doi.org/10.1080/13598660701447213

Nagda, B. A. and Derr, A. S. (2004). Intergroup dialogue: Embracing difference and conflict, engendering community. In Stephan, W. and Vogt, P. (eds.).Education programs for improving intergroup relations: Theory, practice, research. New York: Teachers College Press, pp.133-151.

Orme, J. (2003). Why does social work need doctors? Social work education, 22, 6, pp. 541-554.

Osei-Kofi, N., Shahjahan, R. A. And Patton, L. D. (2010). Centering Social Justice in the Study of Higher Education: The Challenges and Possibilities for Institutional Change. Equity & Excellence in Education, 43, 3, pp. 326-340. http://dx.doi.org/10.1080/10665684.2010.483639

Osteen, P. J., Vanidestine, T. J., Sharpe, T. L. (2013). Multicultural Curriculum and MSW Students' Attitudes about Race and Diversity. Journal of Teaching in Social Work, 33, 2, pp. 111-128. http://dx.doi.org/10.1080/08841233.2013.775211

Pittman, C. T. (2009). Multicultural education and social justice actions. Intercultural Education, 20, 2, pp. 173-186. http://dx.doi.org/10.1080/14675980902975349

Proehl, R. A. (2001). Organizational Change in the Human Services. Thousand Oaks, CA: Sage Publications, Inc.

Reamer, F. G. (2006).Ethical standards in social work: A review of the NASW code of ethics. Washington, DC: NASW Press.

Reisch, M. (2002). Defining social justice in a socially unjust world. Families in Society: The Journal of Contemporary Human Services, 83, 4, pp. 343-354. http://dx.doi.org/10.1606/1044-3894.17

Rodriguez, M. A., Chambers, T. V., Gonzalez, M. L. and Scheurich, J. J. (2010). A cross-case analysis of three social justice-oriented education programs. Journal of Research on Leadership Education, 5, 3, pp. 10-16.

Schiele, J. H. and Wilson, R. G. (2001).Issues and guidelines for promoting diversity in doctoral social work education. Arete- Columbia South Carolina, 25, 1, pp. 53-66.

Swenson, C. (1998). Clinical social work's contribution to a social justice perspective. Social Work, 43, pp. 527-537. http://dx.doi.org/10.1093/sw/43.6.527

Thyer, B.A. (2002). Social work doctoral education in the United States. New Global Development, 18, 1-2, pp. 153-167. http://dx.doi.org/10.1080/17486830208412637

Thyer, B.A. and Myers, L.L. (2009). Religious discrimination in social work academic programs: Whither social justice? Journal on Religion and Spirituality in Social Work: Social Thought, 28, 1-2, pp. 144-160.

Tummala-Narra, P. (2009). Teaching on diversity: The mutual influence of students and instructors. Psychoanalytic Psychology, 26, 3, pp. 322–334. http://dx.doi.org/10.1037/a0016444 http://dx.doi.org/10.1037/a0016444

Valentine, D. P., Edwards, S., Gohagan, D., Huff, M., Pereira, A. and Wilson, P. (1998). Preparing social work doctoral students for teaching: Report of a survey. Journal of Social Work Education, 34, 2, pp. 273-282.

Van Soest, D. (1995). Multiculturalism and social work education: The non-debate about competing perspectives. Journal of Social Work Education, 31, pp. 55-66.

Yaffe, J. (2013). Where's the Evidence for Social Work Education? Journal for Social Work Education, 49, 4, pp. 525-527.




Copyright (c) 2015 Consejo Superior de Investigaciones Científicas (CSIC)

Licencia de Creative Commons
Esta obra está bajo una licencia de Creative Commons Reconocimiento 4.0 Internacional.


Contacte con la revista arbor@csic.es

Soporte técnico soporte.tecnico.revistas@csic.es