Transforming Communities: Restorative Justice as a Community Building Strategy

Restorative justice is entering the social work literature as a strategy that can transform lives harmed by violence. However, the literature has yet to explore how restorative justice can transform communities. Despite the lack of published information, communities across the globe and the United States are experiencing important benefits from restorative justice-based interventions. This article explores 4 restorative justice strategies that seek to transform communities: restorative boards, community conferencing, community restorative support, and truth and reconciliation commissions. The examination of the strategies includes case studies that are used to support a larger discussion of application, practice, outcomes, evaluation literature, and critiques.     

Social Justice Approach to Community Development

This article presents a case study examining nonprofit board and director roles in the first 5 years of an organization’s life, using 3 organizational change approaches: contingency, life-cycle, and cognitive-interpretive. Data include monthly board meeting minutes and director’s reports for the first 5 years of a nonprofit human service agency’s existence. The article concludes that although all 3 theoretical approaches are productive explanatory frameworks for organizational change, each one, on its own, is incomplete. The findings point to the need for further theoretical synthesis and paradigm elaboration to inform our understanding of nonprofit director and board relationships.     

Clinical Social Worker as Patient Advocate in a Community Mental Health Center

As a profession, social work has always advocated for clients. Yet clinical social work settings often ignore this important aspect of practice. For mental health services in public agencies, patient advocacy is a particularly vital element because these systems are not always responsive to the individual client. The clinical social worker, trained in advocacy, systemic intervention, and psychotherapy, is the professional most qualified to fill this role. The author summarizes the history of advocacy, provides a conceptual framework for the clinical social work advocate, and provides examples from 20 years of experience as a patient advocate in community mental health.

Environmental Justice Is a Social Justice Issue: Incorporating Environmental Justice Into Social Work Practice Curricula

Social justice education for social work practice is concerned with addressing issues of power and oppression as they impact intersections of identity, experience, and the social environment. However, little focus is directed toward the physical and natural environment despite overwhelming evidence that traditionally marginalized groups bear the burden of environmental problems. In this article, we discuss environmental disaster impacts on marginalized communities, presence of environmental justice in social work literature, and opportunities for integrating environmental justice into social work’s mandated disciplinary competencies. We conclude with an example of a module implemented in a foundation Social Justice for Social Work Practice course using place-based education principles as an illustration of concrete strategies for incorporating environmental justice into social justice curricula.     

Social Justice in Career Services: Perspectives of University Career Center Directors

Research indicates that career development practitioners value social justice and desire additional skills to be able to advocate effectively. Many of these practitioners work on college campuses under the supervision of career center directors; however, directors' perspectives on social justice have been missing from the literature. Following the National Career Development Association's mandate to actively practice the professional value of honoring diversity and promoting social justice, we surveyed 11 career center directors regarding advocacy in career services. Results of thematic analysis yielded center directors' insights into both defining and promoting social justice. Participants addressed the roles and responsibilities of career counselors, career center directors, and institutional culture. Implications for practice include the importance of open communication and the need for collaboration inside and outside of the career center. These findings highlight potential areas for future research into best practices for integrating social justice and advocacy in university career services.     

Social Justice

The nature of the connection between family therapy and issues of social justice is explored, using various metaphors from Salman Rushdie's novel Midnight's Children. The author cautions against the affirmative use of a phrase like “social justice” in the context of family therapy, arguing instead for the potential of its critical, negative employment. This may allow a productive disruption of the currently dominating theoretical perspectives.     

Application of Social Science Knowledge to the Community Organization Field

Community organization graduates of the School of Social Work, University of Washington, from 1966 to 1971, found a ready market for their skills although there was evidence of some slackening of demand and broader diversification of initial employment settings in the last two years. Graduates moved rapidly into administrative and management levels and appeared relatively stable in terms of interagency and geographical mobility. The small number of ethnically identified graduates made meaningful comparisons difficult. Sex, however, was a disadvantaging factor in employability and subsequent status. Of the ninety-one graduates surveyed, 94.5 percent responded Similar follow-up study of graduates in other geographic regions was recommended     

Introducing Asset-Based Models of Social Justice into Service Learning: A Social Work Approach

Increased attention is being given to university–community partnerships. Among such partnerships is service learning, a pedagogical model that integrates experiential community service activities and academic learning. Traditional service learning models often diverge from social work methods that embrace strengths, empowerment, antioppressive principles, and citizen-driven approaches. This article presents the integration of a progressive service learning model into a graduate-level social work macro practice course. The model gives explicit attention to respecting the dignity and worth of the individual by sharing power and developing collaborative relationships between students and community residents where both are serving and learning together.     

Transforming Nonprofit Organisations into Social Enterprises: An Experience-Based Follow-Up Study

VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations - In unstable economic situations, transforming nonprofit organisations into social enterprises is crucial for achieving...     

Social Work and Social Justice

This study evaluated 99 baccalaureate social work students' reactions to simulation kits that replicated visual impairments common with the aging process. Through qualitative research methods, students' preconceived notions and reported incidents of ageism were assessed in light of their reactions to increased understanding of visual changes. The outcome was greater self-awareness and critical reflection of ageism and discrimination. Students reported enhanced awareness of personal, social, and professional implications. This research supports previous data which suggest that increased exposure to activities that simulate the disabilities and experiences of oppression in older adults provide an opportunity to reduce ageism.     

A New Breed of Social Actionist Comes to Social Work: The Community Organization Student

Professionals in all fields are pressing for more autonomy in their work. Social work has never achieved full professional status because of its reluctance to grant autonomy to practitioners. The hierarchical bureaucratic structure of social agencies, which enforces prolonged individual supervision of workers, has achieved uniformity of practice at the expense of creativity and innovation. The author proposes Georg Simmel's model of superordination—subordination as a framework for considering new forms of supervision. Peer group supervision, consultation, and in-service training are potentially more democratic training methods than individual supervision, and could encourage self-confidence and creativity.     

Technology,Social Inclusion and Poverty: An Exploratory Investigation of a Community Technology Center

ABSTRACT

Community technology centers (CTCs) are advanced as a major part of the solution to the so-called digital divide. It is believed that in the knowledge economy access to computing resources should level the playing field for low income people. Faced with a growing population that cannot afford computers or the Internet, government policy makers have been turning to technology community access points. This article presents a brief overview of the digital divide and whether or not CTCs can effectively address the problem. A CTC located at the Debra Dynes Family House in Ottawa, Canada–a center that has been highlighted in newspapers and government reports as a success story in bridging the digital divide-is reviewed. The concept of social inclusion is explored to determine how CTCs are addressing poverty and social exclusion.     

Social Justice and Social Work,A Fierce Urgency: Recommendations for Social Work Social Justice Pedagogy

ABSTRACT

This article addresses the challenge of understanding the meaning and pedagogical application of social justice in social work by presenting and applying the circle of insight framework I created and proposing a social work definition of social justice. In particular, the circle of insight is presented as a tool and a process for critically examining learnings from social justice courses, transforming social justice social work pedagogy, and defining social justice in social work. In the fierce urgency of now, consistent with research findings and the social work profession’s ethical codes and statements, social workers are invited to use the circle of insight process and proposed definition of social justice to engage in social justice–infused social work curricular transformation.     

Photovoice as a Tool for Social Justice Workers

Abstract

This article considers the use of Photovoice as a tool for social justice workers. Photovoice is a technique that affords diverse populations of oppressed individuals the opportunity to take social action by raising awareness in the community and with policy-makers through use of a photographic process. The theoretical underpinnings, goals, and uses of Photovoice are reviewed in relation to social work contexts and values. In addition, the inclusion of empowerment theory and group work literature is explored as a natural expansion of the current theoretical underpinnings. Photovoice is a prime example of participatory research, assessment, and social action. The relevance of Photovoice to social work theory and practice is considered and possibilities for use as an integrated practice tool are explained.     

Community Organization and Social Activism: Black Boston and the Antislavery Movement*

This paper uses data from an intensive study of Boston's antebellum black community to demonstrate how sustained social activism is embedded in the formal and informal institutions of the community. The social networks of cooperative institutions were primary factors in this community's ability to mobilize and sustain protest actions and to call attention to social injustice. This examination of antebellum black Boston indicates that the issue of slavery was crucial to social activism. This suggests that the presence of a salient issue which links the everyday lives of participants with a public issue may be an important factor in building a social movement based in a poor, relatively powerless community.