Diversity, Accessibility and Social Justice

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Presented in my professional dossier, August 2024.

Half a century ago, higher education institutions were primarily reserved for elites (Bracken and Novak, 2019). In Canada, full-time enrollment in post-secondary institutions has increased significantly since that time—from 91,000 in 1951–1952 and to 1.7 million in 2015–2016 (Andres, 2016; HESA 2019). This is mainly explained by better access to post-secondary education for equity-deserving groups and, more recently, international students. In this way, students in our classrooms are more diverse than ever before, and diversity and inclusion have become central questions in higher education. As an educational leader, I have reflected on ways to promote accessibility and social justice in the classroom, at the School, on campus and in higher education more broadly. I draw on my diverse experiences working with equity-deserving groups and take active roles in building knowledge, sharing and taking action. In my work, I have made significant contributions in four main areas: queering SW education, promoting climate justice in SW education, advocating for accessibility and universal design for learning, and supporting Francophones in minority contexts. These efforts have helped to renew the curriculum by including diverse voices and have contributed to the scholarship of teaching and learning on topics of equity and inclusion.

Queering Schools and Faculties of Social Work and Higher Education

In Canada, there has been a failure to address queer individuals and communities, queer-based theories, and queer issues in social work education and the social work profession.

  • Hillock and Mulé (2016)

 Advancing social justice is a core value of the UBC SSW and the SW profession in Canada (CASW, Code of Ethics, 2005). However, there are essential gaps in education about sexual orientation and gender identity and expression (SOGIE) in schools of social work. Much remains to be explored in the literature on SOGIE instruction in SW (Mulé et al., 2017; Gezinsky, 2009). SOGIE education has been limited and often led by students or individual instructors, while some schools of SW only offer elective courses on 2S/LGBTQ+ content. Unfortunately, 2S/LGBTQ+ populations continue to face diverse forms of discrimination, which have negative health and well-being outcomes (Mulé, 2015). SW students will work with 2S/LGBTQ+ people during their careers but are not provided sufficient training to address these populations’ needs and intersecting identities (Mulé et al., 2017). Furthermore, SW students who identify as 2S/LGBTQ+ experience homophobia, transphobia and heterosexism within SW schools (Dentato et al., 2016).

A key pillar of my EL leadership is to improve SOGIE education in schools of SW to prepare students better to work with 2S/LGBTQ+ populations while also exploring how higher education can be made a safer learning environment for 2S/LGBTQ+ students.

Impact Statement

I am currently deeply involved in promoting queer inclusion within schools and faculties of social work in Canada through impactful initiatives, leadership roles, advocacy efforts, and research projects. These efforts help us to gain a better understanding of the current state of queer education in schools of social work and to create a more inclusive and supportive environment for 2S/LGBTQ+ students and faculty. This work facilitates important conversations and educational progress in the field of Canadian social work. Through the projects listed in this section, I am positioned to play a significant role in advancing social work education to be more inclusive of queer experiences and to better prepare SW students to provide high-quality and respectful care to these important populations.

Queering Schools and Faculties of Social Work in Canada Initiative

In 2022, in collaboration with Nick Mulé, Professor at York University, and the CASWE-ACFTS Queer Caucus, I launched the Queering Schools and Faculties of Social Work in Canada Initiative. This initiative aims to explore how schools and faculties of social work across Canada address the inclusion of queer individuals in SW education and prepare students to work with 2S/LGBTQ+ populations. Our projects examine students’ experiences, curricula, and institutional policies and practices in social work education.

Later, in 2022, we formed a dedicated committee consisting of Nick Mulé, Hannah Kia (UBC), Kevin Lavoie (Laval University), Fritz Pino (University of Regina) and myself for our first project. Our main objective was to document the experiences of queer students within schools and faculties of social work in Canada. In 2023, the team applied for an Insight Development Grant to support the initial phase of the project, titled Queering Schools/Faculties of Social Work in Canada: Photovoice and Exploring the Experiences of 2S/LGBTQI+ Students, on which I am the principal investigator. Our first grant application received an overall rating of “good” but did not secure funding. We refined and resubmitted a second application in 2024, successfully securing funding to advance the project.

The following two subsections detail the study and the other contributions I have made to the overall initiative.

 

  1. Queering Schools and Faculties of Social Work in Canada: Photovoice and Exploring the Experiences of 2S/LGBTQI+ Students
This project was awarded an Insight Development Grant, Social Sciences and Humanities Research Council, with me as principal investigator.

This initiative represents a major advancement in creating more inclusive and supportive educational environments for queer students in social work programs across Canada. By documenting and analyzing their experiences, our goal is to inform and improve policies, curricula and practices in order to foster a more equitable and affirming space for all students.

2S/LGBTQ+ individuals experience multiple forms of marginalization and discrimination based on their diverse genders and sexual orientations. A limited body of evidence suggests these challenges also extend to queer students in social work (Chonody et al., 2014; Craig et al.; 2016, Dentato et al., 2016). While knowledge on this topic is more fulsome in the US, inquiry into the Canadian context remains limited in scope, lacks representation of Canadian racial and ethnocultural experiences (e.g., Indigenous, francophone) and does not account for the diversity within and across Canada’s provinces. Further research is critical to inform how schools and faculties of social work (SFSW) can improve postsecondary learning environments for 2S/LGBTQ+ students. To provide much-needed insight into the experiences of 2S/LGBTQ+ students in higher education, our team proposes a qualitative study to address the following questions: How do 2S/LGBTQ+ social work students characterize their experiences in SFSW in Canada? How can this knowledge inform improvements in postsecondary social work education?

This study will invite 40 social work 2S/LGBTQ+ students (research participants) at four Canadian SFSWs across four provinces (10 per SFSW) to participate in a photovoice study. Photovoice is a form of participatory action research rooted in feminist theory, critical pedagogy, and a community-based approach (Wang & Burris, 1997). The photovoice method will facilitate photo documentation of participants’ daily lives at SFSW, which are then explored and discussed in focus groups to produce findings that can help schools/faculties understand and improve 2S/LGBTQ+ student experiences.

After receiving training on the photovoice research method, research participants will take photographs that capture elements of their experiences of being 2S/LGBTQ+ in a SFSW, of becoming a queer social worker, and of an ideal SFSW for 2S/LGBTQ+ students. Over a series of focus group meetings at each study site, participants will engage in dialogue to elaborate on the meanings behind their photographs. After analyzing focus group transcripts, the study’s findings will be shared alongside participants’ photographs at photovoice exhibits held at each site, and an exhibit at the CASWE National Conference. Critically, these findings will support an existing working group within CASWE, the Queer Caucus, to implement recommendations to address issues identified by this study.

This research involves a unique collaboration with a diverse and experienced team of academics in social work education in four provinces across Canada (Québec, Saskatchewan, Ontario and British Columbia). The study will provide training opportunities to students in data collection, analysis, mobilization, and participatory action research involving 2S/LGBTQ+ communities. To our knowledge, this project is the first to explore the experiences of 2S/LGBTQ+ students from francophone and anglophone Canadian SFSW contexts. This research will address important gaps in the theoretical and empirical literature, inform SFSW on improving learning environments for 2S/LGBTQ+ students, strengthen curricula content, and enhance equity and inclusion of 2S/LGBTQ+ students in SFSW across Canada.

This study will:

  • Expand the literature on the experiences of Canadian queer social work students, informing broader research on equity-deserving groups.
  • Enhance understanding of photovoice methodology with 2S/LGBTQ+ students.
  • Train graduate students in research with 2S/LGBTQ+ populations, developing their skills and knowledge.
  • Improve social work education on queer issues; reduce barriers for 2S/LGBTQ+ clients and enhance their well-being.
  • Create more inclusive curricula and equitable academic policies.
  • Equip students to professionally address queer clients’ needs and to understand their challenges and resilience.
  1. Other contributions to Queering Schools and Faculties of Social Work

My further contributions to the initiative include:

  • Initiated and launched in 2024 the one-time Queer Inclusive Grant for Social Work Education: Students Leading the Way for social work students through the CASWE-ACFTS Queer Caucus. Its aim is to promote open education resources that include 2S/LGBTQ+ content and to advance anti-homophobia and anti-transphobia education.
  • Chair of the CASWE-ACFTS Queer Caucus (since 2023).
  • Member of the Faculty Association Queer Caucus (2023–2024).
  • Principal investigator on the research project Queering the School of SW and Beyond, funded by the UBC CTLT Seed Grant (2021–2024).
  • Recipient of the Dean of Arts Award for EL and Innovation Project, Queering the School of Social Work and Higher Education (2021).
  • Advocated for queer inclusion within the SSW and on campus, for example, by co-creating the SSW’s statement on transphobia in 2019.
  • Presentations on SW with 2S/LGBTQ+ populations:
    • Coulombe, A. and Kia, H. (2024). Queering Our Teaching Practices, Social Work Education and Learning Lounge (SWELL), UBC.
    • Coulombe, A. and Kia, H. (2024). Preparing Social Work Students to Work with 2S/LGBTQI+ Populations: A Comprehensive Evaluation of the UBC BSW Program. Canadian Association for Social Work Education Conference, Université de Montréal, Montréal. Peer-reviewed.
    • Coulombe, A. (2024). Les écoles de travail social et les populations Queer : Réflexions critique et engagement collectif. Colloque Engagement TS, Université du Québec à Montréal, Montréal. Peer-reviewed.
    • Coulombe, A., Groat, J., Kia, H., and Wrene, A. (2021). Sexual and Gender Diversity in Social Work: A Critical Conversation, School of Social Work, UBC.
    • Coulombe, A., Groat, J. and Kia, H. (2021). Queering Schools of Social Work: A Conversation. Canadian Association for Social Work Education Conference, online. Peer-reviewed.
    • Coulombe, A. and Kia, H. (2019). Sexual and Gender Diversity in Social Work: A Workshop for Social Workers, Continuous Professional Development offered by the School of Social Work, UBC.

Teaching Climate Justice in Social Work and Community Organizing

Social workers and community organizers (CO) play a crucial role in helping people confront various forms of inequity, injustice and discrimination by assisting them to heal, reflect, and improve their lives, their communities and society. This work is foundational to addressing oppression and supporting social justice and inclusionary solutions, particularly in response to transformational issues such as climate change. Climate change disproportionately affects marginalized populations facing other forms of inequity and injustice (Dominelli, 2013). In this area of my EL, I reflect on our responsibility as instructors to prepare SW and CO students to work on climate justice. Consequently, I have included more and more material on these topics in my teaching.

Impact Statement

By collaborating with dedicated graduate students and securing a Climate Education Grant, I have significantly advanced the integration of climate justice into the social work curriculum. These efforts have equipped students with the knowledge and skills to address environmental justice issues, fostering a new generation of socially conscious social workers. My contributions include the following:

  • Collaborated with four passionate graduate students to reflect, design teaching strategies, and teach modules to train SW students on climate justice:
    • Mik Turje (2020), SOWK550.
    • Jamin Short (2012), SOWK335.
    • Shannon Murphy (2022), SOWK440C/529A.
    • Kayla Kenney (2023, 2024), SOWK440C/529A and SOWK335.
  • Received a Climate Education Grant from UBC Sustainability to improve the inclusion of climate justice in SOWK440C/529A: Community Organizing for Climate Justice (2022).
  • Presented a session with three of the graduate students mentioned above.

Universal Design for Learning

From 2013 to 2015, I was part of a working group in Montréal focused on a research project on the pedagogical applications of Universal Design for Learning (UDL) (Projet interordres sur les applications pédagogiques de la conception universelle de l’apprentissage) through CRISPESH, a research centre dedicated to the inclusion of people with disabilities (Centre de recherche pour l’inclusion des personnes en situation de handicap). The project aimed to adapt the UDL model to francophone higher education teaching practices and implement practical and transferable applications. I led one of the UDL teaching pilot projects at a Montreal CEGEP, one of five CEGEPs and universities that participated in the pilots.

In 2023, I was a fellow in the UBC UDL Fellow Program through the Teaching and Learning Enhancement Fund (TLEF). This experience allowed me to assess the opportunities and merits of applying the UDL framework within the School of Social Work context. As part of this program, I created a new syllabus format, assignment descriptions and group work tools to improve accessibility at the School of Social Work. I have begun sharing the results of this work at the School through SWELL in an effort to enhance our approach to supporting diverse learners.

The applied experience in these two projects provided me with direct experience putting UDL principles into practice and helped me gain valuable insights. I now consistently apply UDL principles in my pedagogy and course design. As a result, my courses are more accessible to a diversity of student learning abilities and styles, which can reduce student anxiety and increase engagement in learning.

Through my involvement and learning in the program, I can now train other instructors on UDL, and I plan to continue offering learning opportunities and support on this topic.

Impact Statement

Through workshops, conferences and presentations, I have actively promoted UDL within UBC and social work education. These efforts have introduced instructors to UDL principles, fostered connections with UDL experts and showcased the practical applications of UDL in social work courses. My work has included the following UDL-related endeavours:

  • Offered workshops on UDL at the UBC CTLT (2019, 2022) to introduce instructors to this model:
    • Coulombe, A. (2022). Introduction to Universal Design for Learning: What? Why? And How? 13th Annual Celebrate Learning Week, UBC.
    • Coulombe, A. (2019). Universal Design for Learning: A Teacher’s Perspective. UBC CTLT Summer Institute.
  • Maintained relationships with experts in UDL by attending the Pan-Canadian UDL conference at Royal Roads University in 2019 and connecting with UBC colleagues who work on UDL (ISoTL).
  • Presented in connection with the UDL Fellow Program:

Social Work with Francophones in Minority Contexts

In the BSW’s 2024 accreditation review, the recommendation was made to the School to enhance its curricula by including more content related to social work practices with francophones in minority settings. This recommendation is in line with the latest CASWE accreditation standards, which stress the importance of students engaging with the experiences of francophone communities. Specifically, students should be encouraged to reflect on the marginalization of these communities, recognize their rights and contributions, understand their unique challenges and recognize the significance of language and culture. Additionally, students should explore the role of anti-racist and anti-colonial perspectives in social work within francophone contexts. To assist the UBC School of Social Work in integrating this content into the BSW and MSW programs, I am currently working on the following:

  • Study support resource: A study currently being conducted by Groupe de recherche sur la formation et les pratiques en santé et service social en contexte francophone minoritaire (GREFOPS) aims to evaluate and improve training materials for health workers engaging with francophones in minority contexts. Since July 2024, I have been supporting the study locally as BSW Chair. I am helping the SSW’s BSW and MSW instructors include the training materials in relevant SSW courses, and to then evaluate the effectiveness of the training materials. The inclusion of these training materials also augments the SSW’s curriculum on francophones in minority contexts.
  • Service design consultant: In June 2024, the BC Government, in partnership with Réso Santé, announced the establishment of BC’s first Francophone Community Health Clinic, where I have the honour of serving as a consultant on the design and establishment of their social work services for francophones. I will advise on the hiring, training and supervision of their social workers. This collaboration presents a unique opportunity to foster a robust partnership between the School of Social Work and this pioneering health initiative.
  • Instructor workshop designer: I am designing a workshop for instructors at the UBC School of Social Work on the topic of social work education and francophones in minority contexts, to be delivered in winter 2025.