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In two experiments, participants judged the fairness of different distributions of wealth in hypothetical societies. In the first study, the level of meritocracy in the hypothetical societies and the frame of reference from which participants judged alternative distributions of wealth interacted to influence fairness judgments. As meritocracy increased, all participants became more tolerant of economic inequality, particularly when they judged fairness from a redistribution frame of reference that made salient transfers among socioeconomic classes. Liberal participants, however, placed a greater emphasis on equality than did conservative participants across all conditions. In the second study, reactions to income transfers depended on the efficiency of the transfers and the identity of the groups receiving the benefits, but conservatives placed a greater emphasis in their fairness judgments on tying benefits to workfare requirements, whereas liberals did not distinguish between unconditional welfare transfers and workfare transfers. 5 Tables, 2 Figures, 1 Appendix, 56 References. (Original abstract - amended)

AbstractSocial work doctoral education is charged with the task of generating and critically evaluating knowledge to inform and transform professional practice. To promote the foundational values of social justice and diversity in social work, scholars highlight the importance of multiple ways of knowing and multiple ontological perspectives in social work knowledge generation. Yet, critical scholars have raised concerns about a reviving dogmatism in the philosophical and theoretical orientations (e.g. positivism and empiricism) of social work knowledge. Recent studies also show a significant gap between research and social justice in the social work doctoral curriculum. Critically reflecting and problematising this 'social' phenomenon, I argue that it is essential to engage in ongoing theorising to resist dominant discourses, represent marginalised voices in social work knowledge and furthermore, to teach students how to theorise in doctoral education. Drawing from Foucauldian theories on knowledge and power, this article first contextualises the dangers of dogmatism in knowledge generation in social work. Then, I provide a brief review of the historical development of theorising, introducing Richard Swedberg's work on the topic, particularly his four steps in the 'process of theorising'. How this noble sociological 'theory of theorising' can be incorporated into social work is discussed.

This book brings together a group of leading international scholars to examine the paradoxical roles of schooling in reproducing and legitimizing large-scale structural inequalities along the axes of race, ethnicity, class, sexuality, and disability. Through critical engagements with contemporary theories of class and cultural critique, the book questions the inherited dogma that underlies both liberal and conservative and also social democratic approaches to teaching and makes a spirited case for teaching as a critical and revolutionary act.