• Ruth, Arlo and Carleton in Winnepeg, Canada, September 2016.

    Critical Engagements in Aging and Care
    Vol. 1 No. 001 (2018)

    A predicted and significant increase in the number of elderly has generated a call for increased services and care from many advocates and analysts. In addition to the need for quality care, advocacy groups and researchers have urged attention to issues of equity and services sensitive to the needs of marginalised groups including: low and no income elderly; Indigenous elderly; women; LGBTQI+ elderly; and those with complex health needs (Daly and Armstrong, 2016).
  • Current issues in community work: debates and dilemmas
    Vol. 2 No. 1 (2019)

    This special edition aims to contribute to the body of knowledge about community development practice in Australia and internationally to influence policy, practice and student learning.
  • Student Edition
    Vol. 2 No. 2 (2019)

    This edition of Social Justice Practice and Theory continues our commitment to building and sharing knowledge. In keeping with our commitment to publishing ‘emerging voices on emerging topics’ this edition showcases the work of undergraduate and post-graduate social work students.
  • Beyond "Cultural Competency": Confronting Whiteness in Social Work
    Vol. 3 No. 1 (2020)

    Our call for papers for this special issue commenced with two questions: Are you in interested in contributing to the current debates around the role of whiteness across the human services? Are you concerned about the deployment and function of surface-level notions such as “cultural competency”? Typically, “cultural competency” fixes the gaze towards “the Other”. This edition is an attempt to redirect the gaze to the “non-Other” (Patil & Ennis, 2018).
  • Education for critical social work practice over the decades
    Vol. 3 No. 2 (2020)

    2020 marks the 80th year of social work education at the University of Sydney and the 90th year of social work education at the University of British Columbia. This Special Edition aims to contribute to debates on education for critical social work practice. It includes a series of key notes address on social work education as well as a number of general articles.

  • Student edition 2021
    Vol. 4 No. 1 (2021)

    Notes from the Editors:

    This edition of Social Work & Policy Studies: Social Justice, Practice and Theory aims to illuminate the scholarship emerging from students currently completing degrees in social work. The collection includes students at all stages of their studies: from early undergraduate years to doctoral candidates. This student work reveals the issues at the forefront of social work activism, applying a critical lens to global social justice challenges including: minority rights (LGBTQ+ rights; disability rights; First Nations Peoples; the right to die) and structures of oppression (prisons and child protection systems). Excitedly, this edition includes the perspectives of students from Australia and Canada. We hope you the reader are as impressed as we are with the evident passion these students bring to their work. We hope the journal is a stepping stone for these scholars to ongoing engagement with critical ideas about social justice theory and practice.

  • First Nations Voices
    Vol. 4 No. 2 (2021)

    First Nations & Indigenous Voices:

    Edited by Dr. Mareese Terare and Dr. Bindi Bennett

    This Edition of our journal has a special section dedicated to First Nations and Indigenous writers and their invited Allies.

     It also includes some general articles.

  • General edition
    Vol. 6 No. 1 (2023)

    This edition includes papers from established and emerging scholars.

  • Communities and Disasters: special edition
    Vol. 6 No. 2 (2023)

    The papers in this Special Edition were developed through a series of collaborative workshops. Some papers began life as conference papers, others as student papers and others as niggles that needed scratching. Authors were invited to participate in the workshops and encouraged to publish. Participants generously suggested new approaches and shared literature to assist in the development of ideas. The aim of this approach was to move away from the traditional blind review processes that can often be demoralising. We'd like to thank the authors for their generous and generative contributions to building knowledge about communities in the context of disasters.