Equity Case Studies Report - School of Social Work - University of ...

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UBC school of social work equity and diversity strategic plan: A compilation of case studies 15 • Individualized academic support for students; • A Steering Committee comprised of University, First Nation leadership, and student representation; and • First Nation representatives guide curriculum. (Dalhousie University, Faculty of Health Professions, School of Social Work, 2011) Faculty Recruitment and Retention Dalhousie University, School of Social Work emphasizes the need to engage in outreach recruitment initiatives, to establish designated positions, and to actively recruit faculty members from designated equity groups (MacDonald et al., 2003). Additionally, concrete support that “recognizes historic exclusion and that moves beyond tokenism and the institutional comfort zone to develop sensitized collegial relationships” (p. 478) is essential for faculty retention. A significant landmark in successfully recruiting and hiring a faculty member from a designated position occurred in January 1990, when the first African-Canadian faculty member was hired, with a master’s level qualification and the expectation that she would work towards completing course work for doctoral studies during her first seven years. This was seen as major progress as one of the large barriers to hiring faculty from designated groups was/is qualifications (see section on Challenges for further details). Mentorship, support from within the institution, and recognition of the impact of historic exclusion were contributing factors to this progress (MacDonald et al., 2003). Willingness among faculty to discuss and deal with issues that arise and providing sensitivity training for all faculty members are other key elements to the retention of faculty from designated groups. As MacDonald et al. (2003) illustrate, “concrete action requires supporting and defending colleagues when they complain of
UBC school of social work equity and diversity strategic plan: A compilation of case studies 16 harassment or discrimination. Minimizing or denying their experience perpetuates injustice” (p. 484). Curriculum and Pedagogy Dalhousie’s School of Social Work strives to teach critical reflection, diversity, and anti-oppressive practice from a social justice perspective. This is materialized through a required course that students (in undergraduate and graduate levels) take when they first begin their social work education, electives on specific equity issues/groups, and a social justice framework that is infused within all the courses taught at the School. As MacDonald et al. write, “Integration of content on all diverse groups has been underway since the mid-1990’s” (p. 480). Theoretical frameworks applied in the teaching of courses include anti-racist, anti-oppressive, feminist, and social constructivist theories. Below are several examples of courses at the graduate level that explore specific issues of oppression and privilege, as well as the required MSW introductory course on anti-oppressive social work. These course titles were retrieved from the online 2011/2012 Dalhousie University Graduate calendar. (See Appendix B for course descriptions.) • SLWK 6001.03: Theory and Practice of Anti-Oppressive Social Work in Diverse Communities. • SLWK 5110.03: Africentric Perspectives in Social Work. • SLWK 5160.03: Aboriginal Perspectives on Service Delivery and Practice. • SLWK 5380.03: (dis)Ability: Policy and Practice. Another objective of the School of Social Work at Dalhousie University includes developing pedagogical practices that are congruent with curriculum. Professors use collaborative learning, group work, active student participation, and self-directed learning to
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Equity Case Studies Report - School of Social Work - University of ...

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