The Meaning of Social Justice to Social Work Students in Guangdong, China
This article explores how social justice is understood by social work students in China. Through qualitative in-depth interviews, 22 social work students in Guangdong, China, were interviewed. The students' narrative accounts reveal their perception of social justice as an unfamiliar and distan...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Liang, Yan [verfasserIn] |
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| Format: |
Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2015 |
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| Rechteinformationen: |
Nutzungsrecht: Copyright © Taylor & Francis Group, LLC |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: Journal of ethnic & cultural diversity in social work - Binghamton, NY : Haworth Social Work Practice Pr., 2000, 24(2015), 2, Seite 168-183 |
|---|---|
| Übergeordnetes Werk: |
volume:24 ; year:2015 ; number:2 ; pages:168-183 |
| Links: |
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| DOI / URN: |
10.1080/15313204.2014.941449 |
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OLC1958384682 |
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This article explores how social justice is understood by social work students in China. Through qualitative in-depth interviews, 22 social work students in Guangdong, China, were interviewed. The students' narrative accounts reveal their perception of social justice as an unfamiliar and distant concept that is difficult to achieve. A strong feeling of powerlessness fills the students' stories, reflecting their perceived political and social constraints. This article further discusses broader educational and social contexts which have contributed to the students' understanding of social justice and their feelings of powerlessness. Finally, directions for promoting value-based social work education are suggested. |
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This article explores how social justice is understood by social work students in China. Through qualitative in-depth interviews, 22 social work students in Guangdong, China, were interviewed. The students' narrative accounts reveal their perception of social justice as an unfamiliar and distant concept that is difficult to achieve. A strong feeling of powerlessness fills the students' stories, reflecting their perceived political and social constraints. This article further discusses broader educational and social contexts which have contributed to the students' understanding of social justice and their feelings of powerlessness. Finally, directions for promoting value-based social work education are suggested. |
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This article explores how social justice is understood by social work students in China. Through qualitative in-depth interviews, 22 social work students in Guangdong, China, were interviewed. The students' narrative accounts reveal their perception of social justice as an unfamiliar and distant concept that is difficult to achieve. A strong feeling of powerlessness fills the students' stories, reflecting their perceived political and social constraints. This article further discusses broader educational and social contexts which have contributed to the students' understanding of social justice and their feelings of powerlessness. Finally, directions for promoting value-based social work education are suggested. |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a2200265 4500</leader><controlfield tag="001">OLC1958384682</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20211208143321.0</controlfield><controlfield tag="007">tu</controlfield><controlfield tag="008">160206s2015 xx ||||| 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1080/15313204.2014.941449</subfield><subfield code="2">doi</subfield></datafield><datafield tag="028" ind1="5" ind2="2"><subfield code="a">PQ20160617</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)OLC1958384682</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)GBVOLC1958384682</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(PRQ)c1752-5f17ed2f04e74041db06e83b7fa17a2762671b4de2677547a22430ba62f69cd60</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(KEY)0183754020150000024000200168meaningofsocialjusticetosocialworkstudentsinguangd</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">300</subfield><subfield code="q">ZDB</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Liang, Yan</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="4"><subfield code="a">The Meaning of Social Justice to Social Work Students in Guangdong, China</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2015</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">ohne Hilfsmittel zu benutzen</subfield><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Band</subfield><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">This article explores how social justice is understood by social work students in China. Through qualitative in-depth interviews, 22 social work students in Guangdong, China, were interviewed. The students' narrative accounts reveal their perception of social justice as an unfamiliar and distant concept that is difficult to achieve. A strong feeling of powerlessness fills the students' stories, reflecting their perceived political and social constraints. This article further discusses broader educational and social contexts which have contributed to the students' understanding of social justice and their feelings of powerlessness. 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