Autoethnographic Exploration of Design Justice as a Framework for Anti-Racist, Equitable Curriculum Design
Year: 2024
Type: article
Abstract: As higher education contends with the complexity of providing a more diverse and equitable education for students, we believe that social workers should lead this movement. This case study's purpose is to share the experiences of social work educators engaging in a justice-centered practice guiding curriculum development. In addition, we hope to inspire other faculty to consider implementing similar practices within their curriculum. The following study presents the experiences of four faculty and staff members at an urban-centered, generalist practice social work department in higher education. Using an autoethnographic model, we engaged in an in-depth exploration of our own educational experiences, uncovering our own biases, and working towards more progressive and equitable models of education. We learned new ways of sharing content, grading, and accepting the expertise of others. There are important implications of this work, such that design justice can increase students’ engagement, sense of belonging, and ultimately degree completion.
Source: Advances in Social Work
DOI: 10.18060/27598
Authors: Erin Boyce, Julie Clockston, Ann Sullivan, Rebecca Cottrell
Institution: Metropolitan State University of Denver
Language: English
Subfield: Public Administration
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4408021633