Social Justice in the Social Work Classroom: Applying a Professional Value to Social Work Education

2015 ◽  
Vol 34 (6) ◽  
pp. 623-635 ◽  
Author(s):  
Molly Malany Sayre ◽  
Bibhuti K. Sar
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Social Work Education ◽  
The Social ◽  
Work Education ◽  
Professional Value

scholarly journals Will someone knock on my door? COVID-19 and social work education

2021 ◽  
Vol 20 (1-2) ◽  
pp. 116-122 ◽  
Author(s):  
Bharati Sethi
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Lived Experiences ◽  
Community Practice ◽  
The Social ◽  
Community Belonging ◽  
The Individual ◽  
Work Education

Guided by a person-in-environment framework and aspirations to advance social justice, the social work profession is concerned with intervening at the individual and society level. In this essay, the author reflects on individualism-collectivism, loneliness, and community belonging in the context of her lived experiences and the COVID-19 outbreak. She maintains that the micro-macro fragmentation is problematic to social work's quest for social justice. Social work must examine the place of ‘community practice' in its professional curriculum to equip students with tools to fully comprehend the changing and increasingly complex social workers' role.

Reshaping the social work education system toward cultural competency: The Hong Kong case

2017 ◽  
Vol 62 (1) ◽  
pp. 316-329 ◽  
Author(s):  
Gizem Arat ◽  
Narine Nora Kerelian
Keyword(s):  
Social Justice ◽  
Hong Kong ◽  
Social Work ◽  
Social Work Education ◽  
Work Practice ◽  
Social Work Practice ◽  
Culturally Competent ◽  
Social Harmony ◽  
The Social ◽  
Work Education

Hong Kong is a self-branded international city in Asia. Culturally competent service delivery for ethnic minorities is a nascent arena in the social work profession within the territory. This article attempts to depict the ways in which ethnic groups are situated within local social work practice, reviews the Hong Kong context of a culturally responsive social work profession, and proposes a framework for a more inclusive social work curriculum. In this framework on culturally competent social work education, the authors argue that social harmony and social justice are not mutually exclusive, calling for a (re)conceptualization of social harmony inclusive of social justice.

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.

Social work education in action: How studying for the profession facilitates the adaptation of internationally educated social workers in Canada

2018 ◽  
Vol 64 (1) ◽  
pp. 114-127
Author(s):  
Annie Pullen Sansfaçon ◽  
Marion Brown
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Educational Background ◽  
Work Skills ◽  
The Social ◽  
Theory Project ◽  
Work Education ◽  
Adaptation Processes ◽  
Depth Interviews

This article presents the results and theorization of a 4-year Grounded Theory project that sought to understand the processes and dynamics involved in the professional adaptation of internationally educated social workers now practicing in Canada. In-depth interviews with 66 participants, who undertook social work education outside of Canada and have subsequently settled to practice in the country, were conducted. Results highlight that the social work educational background of the professionals not only offers key conceptual, theoretical, and analytical foundations needed to adapt knowledge and skills to practice abroad, but also provides tools to navigate and negotiate professional adaptation processes as a whole. We conclude that ultimately, social workers may adapt well to their new work contexts because of the transferability of social work skills, knowledge, and values to new practice settings, thus facilitating interventions with services users and also their own process of professional adaptation.

Social work education and the Bologna Process

2012 ◽  
Vol 57 (6) ◽  
pp. 566-575 ◽  
Author(s):  
Chaime Marcuello-Servós
Keyword(s):  
Social Sciences ◽  
Social Work ◽  
Systems Thinking ◽  
Social Work Education ◽  
Bologna Process ◽  
The Past ◽  
The Social ◽  
Instruments And Techniques ◽  
Work Education ◽  
The Bologna Process

The aim of this article is to analyse and describe social work education and its professional context in Spain. Specifically, it analyses new degree implementation as a consequence of the Bologna Process over the last 10 years. It posits some ideas about the social sciences beyond the dominant paradigms with the aim of overcoming corporatism. It concludes that social sciences could be used as a toolkit where several instruments and techniques may be useful in tackling social problems in a transdisciplinary way and in systems thinking. What one is able to solve and learn in the present is more interesting than remaining in the past and asking about one’s background.

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