Purpose

Social justice is a foundational social work value, but social work education continues to experience ongoing challenges with how to teach students to embody social justice values. The aim of this scoping review is to map empirical studies on teaching methods that translate social justice value into teachable curricula.

Methods: Following Arksey and O’Malley’s scoping review framework, we conducted a rigorous process in which we screened 5953 studies and included a final sample of 35 studies.

Results: Our findings identified seven main teaching approaches: intergroup dialogue, online asynchronized discussion board, simulation and role play, group work and presentation, written reflection, community-engaged learning, and social action-oriented learning. In terms of competency development, most of the studies focused on awareness and knowledge versus skill-building. Most teaching methods emphasized students’ affective experiences during the social justice learning activities.

Discussion: Challenges, lessons learned, and future recommendations of each teaching method are presented.

目的

社会正义是一项基本的社会工作价值观，但社会工作教育在如何教学生体现社会正义价值观方面继续面临持续挑战。本次范围审查的目的是绘制关于将社会正义价值转化为可教课程的教学方法的实证研究。

方法：按照 Arksey 和 O'Malley 的范围审查框架，我们进行了严格的过程，筛选了 5953 项研究，并纳入了 35 项研究的最终样本。

结果：我们的研究结果确定了七种主要的教学方法：组间对话、在线异步讨论板、模拟和角色扮演、小组工作和演示、书面反思、社区参与学习和社会行动导向学习。在能力发展方面，大多数研究侧重于意识和知识与技能建设。大多数教学方法都强调学生在社会正义学习活动中的情感体验。

讨论：介绍了每种教学方法的挑战、经验教训和未来建议。