Session: "New Terrains of Justice": Directions for Systems-Change Research and Praxis Spanning the PreK-12 Educational Continuum (Society for Social Work and Research 27th Annual Conference - Social Work Science and Complex Problems: Battling Inequities + Building Solutions)

All in-person and virtual presentations are in Mountain Standard Time Zone (MST).

SSWR 2023 Poster Gallery: as a registered in-person and virtual attendee, you have access to the virtual Poster Gallery which includes only the posters that elected to present virtually. The rest of the posters are presented in-person in the Poster/Exhibit Hall located in Phoenix A/B, 3rd floor. The access to the Poster Gallery will be available via the virtual conference platform the week of January 9. You will receive an email with instructions how to access the virtual conference platform.

232 "New Terrains of Justice": Directions for Systems-Change Research and Praxis Spanning the PreK-12 Educational Continuum

Saturday, January 14, 2023: 9:45 AM-11:15 AM
Estrella, 2nd Level (Sheraton Phoenix Downtown)
Cluster: School Social Work
Brita Bookser, MA, University of California, Berkeley
Brita Bookser, MA, University of California, Berkeley, Jelena Todic, PhD, The University of Texas at San Antonio, College for Health, Community and Policy, Department of Social Work, Melanie Sonsteng-Person, PhD, University of California, Los Angeles, Andrea Joseph, PhD, The University of Tennessee and Tasha Seneca Keyes, PhD, University of Utah
In post-2020 America, COVID-19, structural inequities, exclusionary laws and legal institutions, climate crises, and the geopolitical context backdrop persistent injustices observed in preK-12 education. Scholars and practitioners committed to eradicating structural oppression and promoting equity and healing in schools increasingly engage restorative/transformative, trauma-informed, antiracist, and abolitionary frameworks. These frameworks appear potent avenues to interrupt "school-to-confinement pathways" (Morris, 2016), to improve educational outcomes, and to reduce closely associated health inequities. Herein, we take up Davis's (2003) provocation, "How can we take seriously strategies of restorative rather than exclusively punitive justice?... The most difficult and urgent challenge today is that of creatively exploring new terrains of justice, where the prison no longer serves as our major anchor" (pp. 20-21). We ask, how is progress toward "new terrains of justice" in preK-12 schools evaluated "in the meantime, in-between time" (ross, 2019)? This roundtable, therefore, attends to measurement issues fundamental to Davis's (2003) abolitionary call to build "new terrains of justice," with specific attention to critical directions for social work research and praxis in preK-12 settings. Within this overarching theme, roundtable panelists attend to four distinct questions: (1) What are the dimensions of antiracist pedagogy and praxis in early childhood settings?; (2) What core components of social work education must be transformed for practitioners to engage antiracist and anti-oppressive frameworks in diverse educational settings?; (3) What criteria indicate social workers' preparedness to engage in antiracist praxis?; and (4) What are the measurement implications of evaluating race-conscious, trauma-informed, anti-oppressive educational settings? The first panelist will discuss core dimensions of antiracist pedagogy and praxis in early childhood education contexts, distilled through a systematic review and qualitative meta-synthesis. The second panelist will then synthesize the implications of measuring the efficacy of pedagogies that bolster antiracist and anti-oppressive social work practice in diverse school-based settings. Next, the third panelist will propose recommendations for measuring social workers' preparedness to engage in antiracist praxis based on an empirical investigation of preparedness to address racism at all levels of social work practice among racially diverse social work students and practitioners. Then, the fourth panelist will explain the development of a survey measure used to test a conceptual framework for trauma-informed K-12 schools, with particular attention to the impact of individual biases and institutional factors that cause or worsen student trauma and discipline. Finally, the fifth panelist will discuss a study of adverse childhood experiences (ACEs) among girls in Tennessee, wherein Black girls are disproportionately represented in 7 of 9 ACEs categories, with a special focus on the limitations of ACEs measurement as well as the utility of existing ACEs data to present an intersectional, race-conscious approach to trauma-informed care in K-12 schools. Audience members will engage in reflection upon and application of the discussed empirical and practical dimensions of measuring progress toward "new terrains of justice." This roundtable holds special relevance for community-engaged, interdisciplinary, and transformative social work scholarship and praxis in schools.
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