ABSTRACT Starting from the idea that many social work professors exceed the traditionally defined ‘service’ requirements of their university and are actively involved in social change and justice initiatives, this article aims at critically reflecting upon our own experiences as three social work educators. In the article, we address the question of how social engagement may influence the development of our social work ethical consciousness. If a growing body of literature is available around social work education, teaching and ethical learning and decision-making of social work students, little is yet known about how educators articulate those processes in the context of their work. To achieve this task, we have each undertaken an autoethnographic reflection where we describe one of the most significant situations in the development of our ethical consciousness and examine how they contributed to challenging our pre-existing ethical frameworks in social work. We conclude by discussing how to develop adaptive and pluralistic anti-oppressive ethical frameworks for social work research, teaching, practice and activism.

中文翻译：

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变革性破坏和集体知识的建立：社会工作教授为研究，教学，实践和行动主义建立反压迫性道德框架

摘要从许多社会工作教授超越了大学传统定义的“服务”要求的观点出发，并积极参与社会变革和正义倡议，本文旨在批判性地反思我们作为三位社会工作教育者的经历。在本文中，我们讨论了社会参与如何影响我们的社会工作道德意识发展的问题。如果社会工作教育，教学和道德学习以及社会工作学生的决策方面有越来越多的文献可供参考，那么对于教育工作者如何在工作中阐明这些过程的知识还知之甚少。为了完成这项任务，我们每个人都进行了人种志反思，描述了我们道德意识发展中最重要的情况之一，并研究了它们如何对挑战我们在社会工作中已经存在的道德框架做出了贡献。最后，我们讨论了如何为社会工作研究，教学，实践和行动主义发展适应性和多元化的反压迫性道德框架。