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Abstract

This paper critically examines an experiment in Social Work education: The development and implementation of a theoretical and practice perspective grounded in the views that Chicanos have about themselves. It is argued that the development of a Chicano perspective has proceeded without reference to the social historical influences on knowledge and curriculum building. More concretely, the structuring effects of dominant scientific paradigms and the organizational requirements of dominant educational institutions. As a result, the Chicano self-view is yet to materialize. Further the scholarship so far generated has been, for the most part, unreflective.

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