Linking Community, Industry and Tertiary Education Community‐based Student Units in Social Work Education

1991 ◽  
Vol 10 (2) ◽  
pp. 133-149
Author(s):  
Jill Volard ◽  
Wendy Weeks
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Tertiary Education ◽  
Community Based ◽  
Education Community ◽  
Work Education

Community based mentors and journey guides: a transformative learning approach to social work education

2019 ◽  
Vol 38 (7) ◽  
pp. 875-893 ◽  
Author(s):  
Liza Lorenzetti ◽  
Jeffery Halvorsen ◽  
Rita Dhungel ◽  
Diane Lorenzetti ◽  
Tatiana Oshchepkova ◽  
...  
Keyword(s):  
Social Work ◽  
Transformative Learning ◽  
Social Work Education ◽  
Learning Approach ◽  
Community Based ◽  
Work Education

scholarly journals Redefining Borders between Communities and the Classroom: How Community-based Social Activists can Transform Social Work Education

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Lori Chambers ◽  
Sheila Cranmer-Byng ◽  
May Friedman ◽  
Meaghan Ross ◽  
Warimu Njoroge ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Social Justice ◽  
Social Work ◽  
Social Workers ◽  
Social Services ◽  
Social Work Education ◽  
Pedagogical Practices ◽  
Community Based ◽  
Work Education

In the context of service restructuring that has gravely impacted quality of life for social workers and the people with whom they work, this paper considers the ways that social work education can better support social justice-based social work practices in urban communities in Canada. The paper’s authors attended a fall 2013 Ryerson University forum that brought together critical social work educators and community-based activist social workers struggling to bring social justice-based practices to their work within restructured social services. Examples of social service restructuring include cuts to services, labour intensification, and increased managerialism, processes known as neoliberalism that have shifted discourses away from quality of life toward a focus on economic markers and efficiencies. The purpose of our forum was to explore ways in which social work curricula and pedagogical practices can be challenged and redefined in order to better support those efforts by social workers to resist such processes and to enhance social worker and client quality of life. Our paper presents the findings of this forum, including the presentation and discussion of a series of recommendations to reconfigure social work education so that it is more congruent with the needs of social justice-based practice in social work.

Patterson, Sybil Agatha

2021 ◽  
Author(s):  
Dionne V. Frank
Keyword(s):  
Social Work ◽  
International Organizations ◽  
Social Work Education ◽  
Caribbean Region ◽  
Women's Development ◽  
Development Programs ◽  
Anglophone Caribbean ◽  
Education Community ◽  
The Government ◽  
Work Education

Sybil Agatha Patterson—AA (July 9, 1924–December 5, 2017) was a Guyanese social work pioneer known across the Anglophone Caribbean region for her contributions to social work education, community development, and women’s rights activism. In 1986, the Government of Guyana awarded her the Golden Arrow of Achievement (AA) for her contributions to social work, women’s research studies, and women’s development programs. Sybil Patterson was also a scholar and an adviser on social development to governments, the region’s nongovernmental sector, and international organizations. Her noble contributions to social work education and practice in Guyana impacted many professionals, who resultantly called her the matriarch of social work.

Community Engagement in Social Work Education: Building Pedagogical Pathways

2018 ◽  
Vol 29 (3) ◽  
Author(s):  
Raisuyah Bhagwan
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Community Engagement ◽  
Social Work Education ◽  
Community Based ◽  
Teaching And Research ◽  
Production Of Knowledge ◽  
Teaching Research ◽  
Higher Education Teaching ◽  
Work Education

Momentum is growing steadily around community engagement, both locally and abroad, as an equal partner to the initial two missions in higher education: teaching and research. As attention grows towards community engagement, academics will have to consider how to advance this mission within their teaching and research functions. It is within this context that it becomes crucial to provide clarity on the terms “engagement” and “co-production of knowledge”, more especially, how social work education can enable community engagement. This article provides a conceptual review of these terms and builds a rationale for engagement. It also reflects the natural synergy social work education has with engagement and highlights three important pedagogical pathways, namely community-based teaching, research, and outreach as a means to advancing engagement in social work education.

María del Carmen Mendoza Rangel (Mariacarmen Mendoza), 1998

2017 ◽  
Author(s):  
Gurid Aga Askeland ◽  
Malcolm Payne
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Social Issues ◽  
International Association ◽  
Skills Training ◽  
Civil Society Organisations ◽  
Education Community ◽  
Work Education ◽  
The Impact ◽  
Schools Of Social Work

This chapter contains a brief biography and transcript of an interview with Mariacarmen Mendoza, a leader in Mexican social work education, who was awarded the Katherine Kendall Award of the International Association of Schools of Social Work in 1998, for her contribution to international social work education. In addition to her professorship at the National Autonomous University of Mexico, Mendoza has contributed to adult education, community work, civil society organisations, the development of public administration in Mexico and throughout Latin America. She has also undertaken disaster relief work and been concerned with the impact of environmental issues on poor communities. International work extended her opportunities for contributing on many of these important social issues. In social work education, she helped to develop collective education where subject and practice educators work together to develop curricula that include skills training and sought opportunities for indigenous publications.

scholarly journals Reciprocity in international student exchange: Challenges posed by neo-colonialism and the dominance of the Western voice

2017 ◽  
Vol 29 (1) ◽  
pp. 77-87 ◽  
Author(s):  
Ines Sofia Zuchowski ◽  
Narayan Gopalkrishnan ◽  
Julie King ◽  
Abraham Francis
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
International Student ◽  
Tertiary Education ◽  
International Social Work ◽  
International Partnership ◽  
Student Exchange ◽  
Student Exchanges ◽  
Work Education ◽  
International Social

INTRODUCTION: Internationalisation of social work education is part of a rapidly growing international tertiary education sector; one that is actively being promoted by governments and universities to support student learning and engagement and to develop global citizens. International partnership programmes form a core part of the internationalisation of social work education, and these programmes may involve inequity in the benefits to the different partners. This article critically reflects on, and explores, concepts of reciprocity and collaboration in international social work student exchanges with a specific focus on exchanges between Australia and the Asia-Pacific.METHOD: A critical lens was applied to the literature that conceptualises international student exchanges with a particular focus on reciprocity and collaboration. The concept of neo-colonialism is used to explore international student exchanges and consider ways forward; the term is used to refer to newer and more subtle forms of colonialism that are often based on linguistic or cultural domination.  The discussion is further drawn out with anecdotal evidence from the authors’ own long-term engagement with international student exchange as well as an Australian government funded project “Going Places” that explores internationalisation in social work education.FINDINGS: A critical review of the literature highlights the continued dominance of the Western voice and issues of neo-colonialism as challenges to ensuring equitable processes in the internationalisation of social work education. Reciprocity is a contested concept that needs deep engagement to support transformative partnerships.CONCLUSIONS: It is argued that concepts of reciprocity, voice and collaboration have to be carefully considered in order to create transformative partnerships in international social work education.

scholarly journals What COVID-19 has brought us to: Art, activism, and changes in social work education

2021 ◽  
Vol 20 (1-2) ◽  
pp. 595-603
Author(s):  
Paula Gerstenblatt
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Vantage Point ◽  
Community Based ◽  
Qualitative Researcher ◽  
Art Activism ◽  
Work Education ◽  
Artist Teacher

This essay is a reflection about the COVID-19 pandemic from the vantage point of being on a sabbatical. As a result of the virus and global shut down, people are experiencing widespread suffering and economic devastation. The author, a professor, artist, and qualitative researcher advocates for a return to the profession’s community-based roots and an activist pedagogy. Additionally, as an artist/teacher/scholar, the author discusses the potential and importance of art and storytelling in social work education with examples of the author’s art created during the pandemic.

Sign in / Sign up

Export Citation Format

Share Document