'Meeting them halfway': legitimation in the discourse of secular social work educators at ultra-Orthodox campuses.
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| Title: | 'Meeting them halfway': legitimation in the discourse of secular social work educators at ultra-Orthodox campuses. |
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| Authors: | Bershtling, Orit1 (AUTHOR) oritbe@edu.hac.ac.il |
| Source: | Social Work Education. Aug2025, Vol. 44 Issue 5, p1199-1214. 16p. |
| Subject Terms: | *Discourse, *Teaching methods, *Cultural awareness, Identity (Psychology), Acceptance (Psychology), Social services |
| Abstract: | This paper critically examines the discursive practices used by secular social work educators when teaching ultra-Orthodox students, whose strict interpretations of Jewish religious law often clash with professional values. Utilizing data from a qualitative study based on in-depth interviews with 16 social work faculty members, the paper elaborates van Leeuwen's framework for analyzing legitimation in discourse. The findings indicate that the lecturers often encounter controversial situations that require them to abandon their professional ethics in order to accommodate the differential needs of their ultra-Orthodox students. I contend that in order to legitimize and camouflage conflictual pedagogic actions, such as the exclusion of women, self-censorship or the acceptance of discriminatory attitudes, the interviewees use social work concepts and terminology, such as cultural sensitivity, discretion or rapport. That is, the lecturers paradoxically use their professional identity to suspend social work principles in an attempt to implement multicultural politics in the classroom. The study uses identity construction as a complementary analytical lens to van Leeuwen's approach and illuminates the use of discursive legitimation in educational and professional settings. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This paper critically examines the discursive practices used by secular social work educators when teaching ultra-Orthodox students, whose strict interpretations of Jewish religious law often clash with professional values. Utilizing data from a qualitative study based on in-depth interviews with 16 social work faculty members, the paper elaborates van Leeuwen's framework for analyzing legitimation in discourse. The findings indicate that the lecturers often encounter controversial situations that require them to abandon their professional ethics in order to accommodate the differential needs of their ultra-Orthodox students. I contend that in order to legitimize and camouflage conflictual pedagogic actions, such as the exclusion of women, self-censorship or the acceptance of discriminatory attitudes, the interviewees use social work concepts and terminology, such as cultural sensitivity, discretion or rapport. That is, the lecturers paradoxically use their professional identity to suspend social work principles in an attempt to implement multicultural politics in the classroom. The study uses identity construction as a complementary analytical lens to van Leeuwen's approach and illuminates the use of discursive legitimation in educational and professional settings. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02615479 |
| DOI: | 10.1080/02615479.2024.2377772 |
