Subjugated Knowledge in Gender-Integrated Social Work Education: Call for a Dialogue  

Oleh:

Figueira-McDonough, Josefina ; Netting, F. Ellen ; Nichols-Casebolt, Ann

Jenis: Article from Journal - e-Journal
Dalam koleksi: Affilia vol. 16 no. 4 (Nov. 2001), page 411-432.
Fulltext: 411.pdf (105.2KB)

Isi artikel

If social work education is truly committed to social justice and self-determination, it will have to liberate the knowledge of groups with which it works. To do so, it is necessary to recognize the unique role of practitioners in discovering and interpreting subjugated knowledge, which requires that academicians, practitioners, and consumers of services have opportunities to dialogue. Four strategies for freeing subjugated knowledge are proposed in this article. Dialogue that results from these strategies allows academicians and practitioners to focus on gaps between the practice theories they teach and the work they have to do and can contribute to curricular reformation.

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