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.

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.

Challenges for social work Education in Vietnam: Voice of social work students

2016 ◽  
Vol 18 (2) ◽  
pp. 7-24
Author(s):  
Van Tran Kham
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Professional Training ◽  
National Curriculum ◽  
Social Work Students ◽  
Ministry Of Education ◽  
The Subject ◽  
Social Work Programs ◽  
The Government ◽  
Work Education

In the early 1990s, some academic institutions in Vietnam introduced the subject of social work into their curricula and began training students in related programs. The training was, however, not internally coherent, and social work education in Vietnam only really emerged in Vietnam in 2004, when the Ministry of Education and Training approved the national curriculum in the field. In 2010, the government of Vietnam recognized the urgent need for social work professionals to solve various social problems and build public welfare, democracy, and the socialist state. Since then, Vietnam’s social work education has developed rapidly. Currently there are around 55 universities and colleges at the national and provincial levels with active social work programs. But social work education in Vietnam faces many challenges. This paper gives  voice to social work students on some of those challenges, including different layers of educators, licensing, materials, and practicum. The paper is based on a survey of, and interviews with, students from 17 universities in Vietnam, and includes concrete recommendations for improving the professional training of social work students.

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.

Social Work and Indigenisation: A South African Perspective

2018 ◽  
Vol 30 (1) ◽  
Author(s):  
Lobelo David Mogorosi ◽  
Dumisani Gaylord Thabede
Keyword(s):  
South Africa ◽  
Social Work ◽  
South African ◽  
Social Work Education ◽  
Western Europe ◽  
World View ◽  
Joint Decision ◽  
Scant Attention ◽  
Global North ◽  
Work Education

For relevance to societal reality and challenges, countries should structure their social work education to deal with specific conditions and cultures. From its global North (i.e. Western Europe and North America) origins, social work has contributed to the expansion of the discipline and profession to the developing world, including South Africa. During the three decades (from the mid-1980s until the present day) during which they have taught social work in South Africa, the authors have witnessed half-hearted efforts to really integrate indigenous knowledge into the curricula. In writings and professional gatherings, scant attention was paid to curricula transformation imperatives enriching practice. To its credit, the Association of South African Social Work Education Institutions (ASASWEI) advocates for decolonisation and indigenisation of social work education. Discussing decolonisation and indigenisation in social work curricula, the paper critiques assumptions of global North ideas, cloaked as if universally applicable. An example is about some principles of social casework – a method of choice in South Africa – which mostly disregards cultural nuances of clientele with a communal collective world view that relies on joint decision-making. A culturally sensitive approach is adopted as theoretical framework for this paper. The paper concludes with recommendations that should help ensure that social work curricula strive towards being indigenous, contextualised and culturally appropriate.

"Do not Worry Your Head": The Impossibility of Indigenising Social Work Education and Practice in Africa

2018 ◽  
Vol 30 (3) ◽  
Author(s):  
Kwaku Osei-Hwedie ◽  
Doris Akyere Boateng
Keyword(s):  
Social Work ◽  
Knowledge Base ◽  
North American ◽  
Social Work Education ◽  
Culturally Relevant ◽  
Social Work Educators ◽  
The People ◽  
African Context ◽  
Drawing Board ◽  
Work Education

As the discussions and debates rage on about the content and direction of social work in Africa, the challenges associated with weaning the profession off its Western and North American roots become apparent. The desire to indigenise or make the profession culturally relevant is well articulated in the literature. Some efforts have been undertaken toward achieving this desire. However, it is evident that despite the numerous discussions and publications, it appears that efforts at indigenising, localising, or making social work culturally relevant have not made much progress. While what must be achieved is somewhat clear; how to achieve it and by what process remain a conundrum. The article, therefore, revisits the issue of making social work culturally relevant in Africa and its associated challenges. Despite the indictment of current social work education and practice in Africa, it appears that many academics and professionals have accepted that what is Western is global, fashionable, and functional, if not perfect. Given this, perhaps, “we should not worry our heads” about changing it. Instead, social work educators and practitioners in Africa should go back to the drawing board to determine how current social work education and practice can be blended with a traditional African knowledge base, approaches and models to reflect and align with the critical principles and ideals within the African context. This is with the hope of making the profession more relevant to the needs of the people of Africa.

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