An Autoethnographic Exploration of Design Justice as a Framework for Anti-Racist, Equitable Curriculum Design

Authors

  • Erin Boyce Metropolitan State University of Denver
  • Julie Clockston MSU Denver
  • Ann Sullivan MSU Denver
  • Rebecca Cottrell MSU Denver

DOI:

https://doi.org/10.18060/27598

Keywords:

Social Work, Higher Education, Curriculum Design, Adult Learners

Abstract

As higher education contends with the complexity of providing a more diverse and equitable education for students, we believe that social workers should lead this movement. This case study's purpose is to share the experiences of social work educators engaging in a justice-centered practice guiding curriculum development. In addition, we hope to inspire other faculty to consider implementing similar practices within their curriculum. The following study presents the experiences of four faculty and staff members at an urban-centered, generalist practice social work department in higher education. Using an autoethnographic model, we engaged in an in-depth exploration of our own educational experiences, uncovering our own biases, and working towards more progressive and equitable models of education. We learned new ways of sharing content, grading, and accepting the expertise of others. There are important implications of this work, such that design justice can increase students’ engagement, sense of belonging, and ultimately degree completion.

Author Biographies

Julie Clockston, MSU Denver

DEI Co-Coordinator, Neurodiverse & Disabled Student Affinity Group Facilitator and Black-Identified Student Affinity Group Facilitator

Dr. Clockston is dedicated and determined to support people and organizations at the social work profession’s micro, mezzo, and macrosystem levels. More specifically, she aims to uplift the four tenants of justice, equity, diversity, and inclusion (JEDI) in educational spaces. She seeks to be intentional about accepting intersectionality and the full spectrum of humanity through anti-oppressive approaches. Her work with marginalized populations over the last 30 years, coupled with her social work identity, empowers her to engage with others in the critical work of a JEDI. She brings a wealth of life experiences and her education that have informed her about the inequalities and lack of social justice prevalent in society. She strives to bolster CSWE standards and the NASW code of ethics/values while partnering with others through transformational leadership to enact sustainable positive change.

Areas of Research and/or Practice

I am interested in research that focuses on utilizing a community-based participatory action research approach through qualitative, mixed methods involving public and private partnerships and social work. I enjoy incorporating students into the research and learning process for program evaluation and research methods. I love supporting students in getting past the fears of research and exploring areas that are important to them as social workers. I am interested in educating and incorporating Justice Equity Diversity and Inclusion (JEDI) work across all areas of social work. It is my goal to integrate it into every area that I teach.

I am interested in developing approaches to enhance the quality of life for all people, mostly lower socio-economic individuals residing in America. As a result, my professional goal is to become an established researcher for individuals and families with developmental and intellectual disabilities. I plan to seek opportunities to enhance my understanding of innovative research methods and increase my capacity to apply mixed methodologies to a given research question. Moreover, I intend to use my experience to influence positive outcomes for individuals involved in the human service system and the CPS department through community participatory research by adopting a care perspective system. My academic commitment is to research, community advocacy, and teaching social work.

Biography

Julie Clockston (She/Her/Hers) is a proud alumna of MSU Denver, where she earned both her BSSW and MSW. She was born and raised in Denver, Colorado. She completed her Post-Masters Certificate in Education with a specialization in college teaching, instructional design online track, and her Doctor of Social Work (DSW) at Capella University. She is the President of The National Association of Social Workers Colorado Chapter (NASW, Colorado) 2019-22. At NASW, she serves on the education and the diversity, equity, and inclusion committees.  She is the president of The Association of Successful Parenting (TASP), an international organization. At TASP, our mission is: We are Dedicated to Enhancing the Lives of Parents Living with Cognitive Difficulties and Their Families through Education, Advocacy, and Support. At TASP, she serves on the education committee and as chair of the executive committee. In addition, at TASP, she is a lead trainer, educating professionals who work with parents living with Developmental/Intellectual disabilities (IDD).

She serves on several other organizations and university boards. She is a social work solopreneur who has worked with individuals living with IDD for 26 years. During the course of her career, she has been a state-licensed therapeutic foster parent and early childhood educator. She is a mental health normalizer who works in private practice specializing in trauma work utilizing evidence-based modalities such as EMDR, Brainspotting, and an eclectic variety of treatment approaches. She is a licensed Clinical Social Worker (LCSW). She is a coach and consultant, and forensic competency-based parenting assessor. She especially, loves working with students and is a field instructor, university professor, lecture, author, and speaker. She enjoys teaching a variety of social work courses. She desires that students leave her class feeling heard and valued. She wishes for them to learn first and foremost to gain the competency and skill set they will need to go forward. Outside of her professional ecosphere of all the most significant things in life are her four children.

Currently, Dr. Clockston is a full-time Faculty Assistant Professor at the Metropolitan State University of Denver, primarily in the BSSW program. She is involved in the BIPOC Faculty and Pedagogy and Diversity Committee. Being a full-time professor in higher education at MSU Denver is a pinnacle accomplishment and is one of her most rewarding professional endeavors.

Ann Sullivan, MSU Denver

As a PhD in Social Work, my dissertation focused on youth voice within the child welfare and family court systems. I bring a passion for student field education that links theory and practice for emerging social workers. Specific field of interest include child welfare and community mental health systems integration for at risk youth populations as wells a commitment to improved wellbeing for the emerging adult populations. My teaching philosophy is informed by anti-oppressive classroom practices. As such, I engage the voices of students in my course instruction. I institute instructional practices that give voice to the knowledge and experiences of Black, Indigenous, and others who identify as People of Color (BIPOC) and other marginalized communities. I hold myself and students accountable to evaluating the ways our multiple identities interact within these systems. I am committed to life-long learning. Anti-oppressive classroom experience must start with me and my own reflection on my power, perspectives and biases. I believe that my teaching philosophy will grow and change through my efforts to unlearn and to learn new ways of understanding oppressive systems and teaching approaches. Specific strategies include intersectional identity introductions, student choice in assignment completion, mid-semester feedback, small group and big group activities as well as written and recorded assignment submission.

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Published

2024-12-30

Issue

Vol. 24 No. 3 (2024): Volume 24, Issue 3

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Articles

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Copyright (c) 2025 Erin Boyce, Julie Clockston, Ann Sullivan, Rebecca Cottrell

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This work is licensed under a Creative Commons Attribution 4.0 International License.