Subjugated knowledge in gender-integrated social work education: Call for a dialogue

If social work education is truly committed to social justice and self-dete rmination, it will have to liberate the knowledge of groups with which it w orks, To do so, it is necessary to recognize the unique role of practitione rs in discovering and interpreting subjugated knowledge, which requires tha t academicians, practitioners, and consumers of services have opportunities to dialogue. Four strategies for freeing subjugated knowledge are proposed in this article. Dialogue that results from these strategies allows academ icians and practitioners to focus on gaps between the practice theories the y leach and the work they have to do and can contribute to curricular refor mation.