Social Workers’ Knowledge Of Human Trafficking

The purpose of this study was to assess social workers’ knowledge of human trafficking. The hypothesis was that social workers needed to be further educated on this issue. A survey to assess social workers’ knowledge of human trafficking was placed in the quarterly newsletter of the Rhode Island National Association of Social Workers. Fourteen surveys were returned revealing the actual level of knowledge of these participants. The study revealed that social workers have differing competencies pertaining to knowledge of human trafficking. It is recommended that it is necessary to increase knowledge and identification of human trafficking. Implications for policy are indicated

Democratizing Academic Writing: A Revision of an Experience of Writing an Autoethnographic Dissertation in Color

In this paper, I revise my experience of writing an autoethnographic ( Ellis, 2004) dissertation in the field of family therapy as a Colombian mestiza. I discuss how I grappled with my writing, and, in the process, stumbled into matters of democratizing texts. I problematize male - dominant academic standards, telling of the tensions when maneuvering at marking cultural and gender differences in my text. I focus on the storywriting of my storytelling when writing aesthetic, evocative, and emotional stories as a woman of color, at the intersection between autobiography and ethnography (Ellis, 2004). I discern elements of my handicraft as an artisan autoethnographer in training, taking from my local knowledge and family therapy training, in particular narrative therapy (White & Epston, 1990). I include excerpts of my dissertation to illustrate how my narrative therapy practices, intermingled with my cultural storytelling traditions, assisted me in shaping my idiosyncratic autoethnographic stories. I hope to add to the diversification of writing in the academia to make it more democratic and accessible; and to continue conversations about alternative ways to go about it

Democratizing Academic Writing

In this paper, I revise my experience of writing an autoethnographic (Ellis, 2004) dissertation in the field of family therapy as a Colombian mestiza. I discuss how I grappled with my writing, and, in the process, stumbled into matters of democratizing texts. I problematize male-dominant academic standards, telling of the tensions when maneuvering at marking cultural and gender differences in my text