Gender and Social Work Education: Directions for the 1990s

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Abstract
This article suggests directions for moving beyond the incomplete curricular reform that has characterized much of the compliance with the CSWE curriculum policy standards on women. Drawing upon the insights of contemporary interdisciplinary feminist scholarship, it argues that the epistemological frameworks of social work education, and its pedagogical styles, must be deconstructed and reformulated if a gender-inclusive curriculum is to be achieved. This comprehensive process goes beyond the addition of women as a new topic in the core curriculum to include changes in the knowledge base, teaching strategies, and the departmental practices of educators.

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