Mapping Social Work Field Education in the 21st Century: A National Survey of the Australian Context

2019 ◽  
Vol 50 (2) ◽  
pp. 427-446 ◽  
Author(s):  
Helen Cleak ◽  
Ines Zuchowski
Keyword(s):  
Social Work ◽  
Field Education ◽  
Transition To Practice ◽  
International Social Work Education ◽  
Student Body ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Social Work Field Education ◽  
Work Education ◽  
International Social

Abstract Field education is a key curriculum component in social work programmes and students identify their placement as central to their transition to practice. Globally, changes in higher education, increasing the complexity of practice and an increasingly diverse student body, are challenging field education programmes to meet these professional and resource challenges. This article reports on Australian research which surveyed social work field education programmes in relation to staffing, supervision and other developments shaping social work field education. Twenty-four field education coordinators of thirty social work programmes completed the survey and the findings highlighted worrying trends including increasing student to staff ratio, insufficient social worker supervised placements, increased placements with external (off-site) supervision and employment of casual staff to undertake core tasks such as supervision and liaison. The results provide important benchmarking evidence which will resonate with the wider international social work education context.

Issues for the future of international social work education

2017 ◽  
Author(s):  
Gurid Aga Askeland ◽  
Malcolm Payne
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
International Association ◽  
Full Range ◽  
International Social Work ◽  
International Social Work Education ◽  
The Future ◽  
Work Education ◽  
International Social

The chapter presents a content analysis and discussion of interviews with most of the awardees and of biographies of others who received the Katherine Kendall Award, focused on their views on the future of international social work and its education. Debate on the future role of the International Association of Schools of Social Work is also reviewed. Weaknesses in the representation of the full range of international social work education by the Association and the Award are considered. Ways of strengthening representation through greater involvement from the Global South and better funding of representation are explored.

Lowy, Louis

2013 ◽  
Author(s):  
Leonard Bloksberg
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
International Social Work ◽  
International Social Work Education ◽  
Boston University ◽  
Work Education ◽  
International Social

Louis Lowy (1920–1991) was a leader in gerontology and social work education and a pioneer in advancing international social work education. Lowy emigrated from Germany to Boston in 1946 and co-founded the Boston University Gerontology Center in 1974.

scholarly journals A Comparative Analysis of Social Work in Vietnam and Canada

2010 ◽  
Vol 5 (2) ◽  
pp. 77-88
Author(s):  
Douglas Durst ◽  
Thi Huong Lanh ◽  
Myrna Pitzel
Keyword(s):  
Social Work ◽  
Cultural Influences ◽  
Field Education ◽  
Socialist Republic ◽  
War Of Independence ◽  
Theory To Practice ◽  
Recent Developments ◽  
New Challenges ◽  
Social Work Field Education ◽  
Work Education

Social work education is rapidly developing in the Socialist Republic of Vietnam and it is facing new challenges as it blends the historical, political and cultural influences. This article reviews and compares the historical and recent developments of social work in Canada and Vietnam. Canadian social work developed in Euro-western culture and its values, whereas, Vietnam suffered under French colonialism, a 30 year war of independence and then economic depression. For many years, social work remained nebulous but in recent years, the country has seen a rebirth of social work. Field education is the link from theory to practice and is often where differences between the two countries become evident. The article concludes with a discussion on the professionalization of social work and its future contribution to the emerging “new” Vietnam.

scholarly journals Coevolving through Disrupted Discussions on Critical Thinking, Human Rights and Empathy

2014 ◽  
pp. 1433-1444
Author(s):  
Susie Costello
Keyword(s):  
Social Work ◽  
Teaching And Learning ◽  
International Social Work Education ◽  
Constructive Learning ◽  
Safe Environment ◽  
Educational Processes ◽  
Cultural Exchanges ◽  
Teachers And Students ◽  
Work Education ◽  
International Social

This chapter considers how teaching and learning cross culturally inevitably disrupts, or interrupts and disturbs teachers’ and students’ assumptions. Such educational confrontation can produce mind-opening opportunities or mind-numbing fear that can preclude learning. The teacher’s challenge is to find a balance between harnessing disruption as an impetus for learning and creating a safe environment for constructive learning exchanges. Six stories illustrate some of the frustration, confusion, and insight that can arise from mis-interpretation, acontextual teaching, and pedagogical assumptions. The author discusses personal and pedagogical discoveries that emerged during an international social work education program with refugee teachers, health, and community workers from Burma living in exile on the Thailand Burma border (the border). Tensions between East and Western philosophies and methods of teaching called for processes to indigenize the Australian model of social work to the local cultures. The resulting exchanges of knowledge laid the ground for knowledge and cultural exchanges in interactive, unexpected educational processes.

Beyond Borders

2016 ◽  
pp. 497-512 ◽  
Author(s):  
Linette Hawkins ◽  
Supriya Pattanayak ◽  
Jennifer Martin ◽  
Lew Hess
Keyword(s):  
Social Work ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Field Education ◽  
International Social Work ◽  
Language Pedagogy ◽  
Partnership Model ◽  
Social Work Field Education ◽  
Learning Issues ◽  
International Social

International social work field education placements pose considerable challenges for students, educators, universities and host communities. Students may face conceptual challenges as international placements often occur in developing countries that rely upon collective rather than individual models of practice. contextual differences require staff and students to consider their new context and appropriate ways to interact and learn. This chapter draws upon the experiences of the authors in adopting different models with students over the years and concludes that the preferred approach is the partnership model where there is close collaboration between the ‘home' and ‘host' universities. We consider educational, organisational, personal and professional factors that students face while on international placements. This is followed by identification of different exchange models, and teaching and learning issues arising from culture, language, pedagogy, critical reflection and assessment. We argue that a Relational/Equitable Model is best suited to international social work field education placements.

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