CHANGE STRATEGIES FOR INTEGRATING WOMEN'S KNOWLEDGE INTO SOCIAL WORK CURRICULA.
Gender integration seeks to bring gender to the center of the curriculum by examining critically how gender influences knowledge development and ways of knowing. This undertaking calls for a major transformation, since women's realities and experiences have traditionally been marginal or absent in s...
| Publicado en: | Journal of Social Work Education Vol. 36; no. 1; pp. 65 - 79 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Winter2000
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| Materias: | |
| 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=2793468&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 2793468 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: Winter2000 vid: 36 iid: 1 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 2793468 10.1080/10437797.2000.10778990 ppf: 65 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.2MB tig: atl: CHANGE STRATEGIES FOR INTEGRATING WOMEN'S KNOWLEDGE INTO SOCIAL WORK CURRICULA. aug: au: Nichols-Casebolt, Ann Figueira-McDonough, Josefina Netting, F. Ellen affil: Professor and Associate Dean, School of Social Work, Virginia Commonwealth University. Professor, School of Justice Studies, and School of Social Work, Arizona State University. Professor, School of Social Work, Virginia Commonwealth University. su: Curriculum Women's education Interdisciplinary education Gender Schools Social services sug: subj: Curriculum Women's education Interdisciplinary education Gender Schools Social services Elementary and Secondary Schools All Other Miscellaneous Schools and Instruction Other Individual and Family Services ab: Gender integration seeks to bring gender to the center of the curriculum by examining critically how gender influences knowledge development and ways of knowing. This undertaking calls for a major transformation, since women's realities and experiences have traditionally been marginal or absent in social work knowledge construction. In this article, the authors examine the context and process for making the change toward a gender- integrated curriculum. The authors argue that change agents must understand the type of culture characterizing a school, the variety of leaders available, the opportunities that might activate effective leadership, and the contingencies that affect curriculum decisions. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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