Incorporating Community Based Participatory Action Research in Social Work Graduate Education

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teaching in Social Work Pub Date : 2022-08-08 DOI:10.1080/08841233.2022.2117761

Sarah Moore, L. Donaldson

引用次数: 0

Abstract

ABSTRACT Grounded in a framework of high-impact educational practices, this article offers a model for incorporating Community Based Participatory Action Research (CBPR) into the social work graduate curriculum. The authors review the history of CBPR in social work and social work education and identify challenges and gaps when CBPR has been used in university settings. Two case studies are then examined: a MSW course that conducted a study on youth experiencing homelessness and a doctoral course centered on a study of HIV in the Ethiopian immigrant community. Implications for social work education at both the MSW and PhD levels are discussed.

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将社区参与行动研究纳入社会工作研究生教育

摘要基于高影响力教育实践的框架，本文提供了一个将基于社区的参与行动研究（CBPR）纳入社会工作研究生课程的模式。作者回顾了CBPR在社会工作和社会工作教育中的历史，并确定了在大学环境中使用CBPR时面临的挑战和差距。然后审查了两个案例研究：一个是对无家可归青年进行研究的MSW课程，另一个是以埃塞俄比亚移民社区艾滋病毒研究为中心的博士课程。讨论了MSW和PhD两级社会工作教育的意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Teaching in Social Work EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.20

自引率

0.00%

发文量

期刊介绍： The Journal of Teaching in Social Work fills a long-standing gap in the social work literature by providing opportunities for creative and able teachers—in schools, agency-based training programs, and direct practice—to share with their colleagues what experience and systematic study has taught them about successful teaching. Through articles focusing on the teacher, the teaching process, and new contexts of teaching, the journal is an essential forum for teaching and learning processes and the factors affecting their quality. The journal recognizes that all social work practitioners who wish to teach (whatever their specialty) should know the philosophies of teaching and learning as well as educational methods and techniques.