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Use of English in Ph.D. programs in Social Work in the United States. An illustrative case study of idiomatic hegemony

Authors

  • Smitha Rao Boston Collage
  • Carlos Andrade Guzman Universidad Alberto Hurtado
  • Javier Reyes Martínez Universidad Loyola del Pacífico
  • Ignacio Eissmann-Araya Centro de Investigación e Incidencia para el fin de la situación de calle en América Latina–CISCAL y Corporación Moviliza, Santiago, Chile

DOI:

https://doi.org/10.15257/ehquidad.2021.0018

Keywords:

English Language-Hegemony, Social Work Doctoral Education, Discrimination, Diversity in Social Work Education, United States

Abstract

This study reviews the experiences of non-native English-speaking students in Doctoral Social Work Education in the United States. The research, through a qualitative case study, interrogates regarding the centrality of English in education processes, and generates recommendations for improving them. Findings show that English can play a hegemonic role in Social Work Education and that some educators can exert discrimination based on language proficiency. Among recommendations are the need to promote reflexivity to contribute that educators reconnect with discipline principles as well as review the way their power is exerted in the classroom.

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References

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Published

2021-07-05

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How to Cite

Rao, S., Andrade Guzman, C., Reyes Martínez, J., & Eissmann-Araya, I. (2021). Use of English in Ph.D. programs in Social Work in the United States. An illustrative case study of idiomatic hegemony. EHQUIDAD. INTERNATIONAL JOURNAL OF WELFARE AND SOCIAL WORK POLICIES, (16), 165–186. https://doi.org/10.15257/ehquidad.2021.0018

Issue

No. 16 (2021): Julio - Diciembre

Section

Artículos