Teaching Note—“By Any Means Necessary!” Infusing Socioeconomic Justice Content Into Quantitative Research Course Work.
Existing research suggests a majority of faculty include social justice content in research courses but not through the use of existing quantitative data for in-class activities that foster mastery of data analysis and interpretation and curiosity about social justice–related topics. By modeling dat...
| Publicado en: | Journal of Social Work Education Vol. 53; no. 2; pp. 339 - 347 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Apr-Jun2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=122298600&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 122298600 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10437797 SWE jtl: Journal of Social Work Education issn: 10437797 maglogo: Y pubinfo: dt: Apr-Jun2017 vid: 53 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 122298600 10.1080/10437797.2016.1237912 ppf: 339 ppct: 8 formats: fmt: – @attributes: type: T – @attributes: type: P size: 594KB tig: atl: Teaching Note—“By Any Means Necessary!” Infusing Socioeconomic Justice Content Into Quantitative Research Course Work. aug: au: Slayter, Elspeth M. su: Adoption Curriculum Foster home care Racism Social justice Social services Social work education Children with disabilities Socioeconomic factors Statistics Professional practice sug: subj: Adoption Curriculum Foster home care Racism Social justice Social services Social work education Children with disabilities Socioeconomic factors Other Residential Care Facilities All other residential care facilities Child and Youth Services Other Individual and Family Services Statistics Professional practice ab: Existing research suggests a majority of faculty include social justice content in research courses but not through the use of existing quantitative data for in-class activities that foster mastery of data analysis and interpretation and curiosity about social justice–related topics. By modeling data-driven dialogue and the deconstruction of quantitative meaning making related to social justice in and around social work practice topics, we can prepare our students to be agents of change in their social work careers and possibly engage our students in an often difficult course. Specifically, I provide examples for how discussions about socioeconomic justice can be infused in teaching about univariate, bivariate, and multivariate statistical analyses from the perspectives of critical consumption and the production of research. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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