Norming or Transforming Feminist Pedagogy and Social Work Competencies

The past decade has seen growth in the international and interdisciplinary literature about competency-based education (CBE). With the passage of the Council on Social Work Education’s Educational Policy and Accreditation Standards (EPAS) in 2008, the U.S. social work education enterprise joined oth...

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Bibliographic Details
Published inAffilia Vol. 28; no. 3; pp. 229 - 239
Main Authors Kovacs, Pamela J., Hutchison, Elizabeth D., Collins, Kathryn S., Linde, Linnea B.
Format Book Review Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.08.2013
SAGE PUBLICATIONS, INC
Subjects
Certification
Competency tests
Educational Policy
Feminism
Pedagogy
Schools
Social Work
Social Work Education
Womens studies
feminist theories
feminist research
social work curriculum
social work practice
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Summary:The past decade has seen growth in the international and interdisciplinary literature about competency-based education (CBE). With the passage of the Council on Social Work Education’s Educational Policy and Accreditation Standards (EPAS) in 2008, the U.S. social work education enterprise joined other professional groups in embracing CBE. This article analyzes the positions of both proponents and critics of CBE. It reviews the core competencies for social work identified in the EPAS and explores challenges and opportunities that CBE and the competencies present to feminist pedagogy. It concludes with a classroom exercise that is used to integrate feminist pedagogy and the core competencies.
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ISSN:0886-1099
1552-3020
DOI:10.1177/0886109913495645