Abstract
Social justice, a core tenet of social work, is variably integrated into education programs' explicit curricula, leaving students with a limited conceptual understanding. Practicum[1] education, crucial for theory-practice integration, offers opportunities for developing social work skills while upholding social justice principles. This paper addresses how practicum instructors can nurture students’ social justice-oriented practice by presenting a framework for practicum education and examining its five components. Drawing from theory, empirical literature, and practice experience, the author suggests ways for practicum instructors to engage each component. Incorporating these into practicum education can enable students to actualize ADEI values in practice and embody social justice in their professional identity.
Recommended Citation
Llamosa, Priscila
(2025)
"Beyond the classroom: Five considerations for actualizing social justice in practicum education,"
Journal of Justice-Informed Social Work Practice and Research: Vol. 1:
Iss.
1, Article 7.
Available at:
https://spark.bethel.edu/jiswpr/vol1/iss1/7
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