Ideas in action: Doctoral social work education in Canada: history, current status and future challenges

2003 ◽  
Vol 22 (6) ◽  
pp. 603-610 ◽  
Author(s):  
Wes Shera
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Current Status ◽  
Future Challenges ◽  
Work Education

Indigenous social work across borders: Expanding social work in the South Pacific

2016 ◽  
Vol 61 (4) ◽  
pp. 537-552 ◽  
Author(s):  
Tracie Mafile’o ◽  
Halaevalu F Ofahengaue Vakalahi
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Social Work Education ◽  
South Pacific ◽  
Well Being ◽  
Cultural Preservation ◽  
Current Status ◽  
The South ◽  
New Approaches ◽  
Work Education

Pacific indigenous social work has developed across borders reflecting the diaspora of Pacific peoples outside their homelands. It is proposed that the ‘next wave’ of Pacific social work be centred in Pacific homelands to invigorate new approaches that better address well-being for transnational Pacific peoples. The current status of Pacific social work education, professionalization and theory is discussed. It is argued that social justice, locally-led development and cultural preservation will be better realized with an expansion of Pacific social work across borders. The article reflects on decolonization, universalism–relativism, nature of social work, resourcing and collaborations for Pacific social work.

scholarly journals Social Work Education in Ethiopia: Past, Present and Future

2019 ◽  
Vol 6 (1) ◽  
pp. 1 ◽  
Author(s):  
Wassie Kebede
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Online Survey ◽  
Study Data ◽  
Current Status ◽  
Social Work Educators ◽  
History Of ◽  
Work Education ◽  
History Of Social Work

The study presents the history and current status of social work education in Ethiopia. Five heads of social work schools, eight social work educators and 35 social work professionals participated in the study. Data from participants were gathered through online survey. Qualitative tools were designed for each group and distributed by email. In addition, review of literature was made to generate data about history of social work in Ethiopia. Results of the study revealed that social work education was closed for 30 years [1974-2004]. In less than two decades since its re-birth in 2004, social work education is expanded to 13 universities. The study further revealed that social work education in Ethiopia experiences various challenges related to poor curricula contents, limited number of social work educators, and absence of coordination to regulate the quality of education and practice. The study suggests the need for immediate revision of curricula and creating harmonized and modularized curriculum. The study also suggests to establish a national social work council and professional association to regulate the quality of social work education and practice.

scholarly journals Indiana University School of Social Work: 90 Years of Professional Education

10.18060/8 ◽  
2001 ◽  
Vol 2 (2) ◽  
pp. 83-100 ◽  
Author(s):  
Monique Bush ◽  
Gerald T. Powers ◽  
David Metzger ◽  
Cyrus S. Behroozi ◽  
Sheldon Siegel ◽  
...  
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Professional Education ◽  
Current Status ◽  
Indiana University ◽  
Large Organization ◽  
History Of ◽  
Small Department ◽  
School Of Social Work ◽  
Work Education

In this invited article, the authors review the history and development of the Indiana University School of Social Work from its origin in 1911 as a small department to its current status as a large organization offering educational programs to nearly 900 students on five campuses. One of the nation’s oldest, it is the only school to offer the full continuum of social work education from the associate through the doctoral levels. In many respects, the evolution of the School mirrors the experiences of other schools and departments of social work.As such, the article may be enlightening to those interested in the history of social work education in this country.

Critical Pedagogy in Online Social Work Education: Changing Conceptions of Time in the Neoliberal University

Somatechnics ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 73-94
Author(s):  
Kristin Smith ◽  
Donna Jeffery ◽  
Kim Collins
Keyword(s):  
Social Work ◽  
Online Education ◽  
Critical Pedagogy ◽  
Social Work Education ◽  
Qualitative Interviews ◽  
Social Work Educators ◽  
Digital World ◽  
Learning Programs ◽  
Recent Graduates ◽  
Work Education

Neoliberal universities embrace the logic of acceleration where the quickening of daily life for both educators and students is driven by desires for efficient forms of productivity and measurable outcomes of work. From this perspective, time is governed by expanding capacities of the digital world that speed up the pace of work while blurring the boundaries between workplace, home, and leisure. In this article, we draw from findings from qualitative interviews conducted with Canadian social work educators who teach using online-based critical pedagogy as well as recent graduates who completed their social work education in online learning programs to explore the effects of acceleration within these digitalised spaces of higher education. We view these findings alongside French philosopher Henri Bergson's concepts of duration and intuition, forms of temporality that manage to resist fixed, mechanised standards of time. We argue that the digitalisation of time produced through online education technologies can be seen as a thinning of possibilities for deeper and more critically self-reflexive knowledge production and a reduction in opportunities to build on social justice-based practices.

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