scholarly journals Chinese culture, social work education and research

2005 ◽  
Vol 48 (4) ◽  
pp. 381-389 ◽  
Author(s):  
Ko Ling Chan ◽  
Cecilia L.W. Chan
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Chinese Culture ◽  
Social Work Students ◽  
Practice Research ◽  
Power Relationship ◽  
Travail Social ◽  
Specific Practice ◽  
Work Education ◽  
Work Knowledge

English In the development of indigenous social work knowledge in China, the power relationship between teacher and student can act as a barrier to the development of scientific knowledge and practice research. Social work education and practice research in Chinese societies should focus on the empowerment of social work students, methodological pluralism and the development of a culturally specific practice research model. French Dans le développement des connaissances en travail social indigène en Chine, le rapport de pouvoir entre professeur et étudiant peut agir en tant que barrière au développement de la connaissance scientifique et de la recherche en matière de la pratique. La formation et la recherche en travail social dans les sociétés chinoises devraient se concentrer sur l'empowerment des étudiants, la pluralité des méthodologies et le développement d'un modèle de recherche en matière de la pratique qui sera spécifique à la culture chinoise. Spanish En el desarrollo del saber indígena del trabajo social en la China, la relación de poder entre profesor y estudiante puede actuar como impedimento al desarrollo de la ciencia y de la práctica. La educación de trabajadores sociales y la práctica de investigación en las sociedades chinas deben ceñirse a conferir poder a los estudiantes, a promover el pluralismo metodológico, y a desarrollar un modelo de investigación culturalmente específico.

scholarly journals Analyzing the Integration of Human Rights into Social Work Education

2015 ◽  
Vol 3 (2) ◽  
pp. 100
Author(s):  
Paulette Andrea Henry
Keyword(s):  
Human Rights ◽  
Social Work ◽  
Social Work Education ◽  
Academic Discipline ◽  
Social Work Students ◽  
Collective Responsibility ◽  
Clear Understanding ◽  
Human Beings ◽  
Work Education ◽  
The University

<p>The understanding of human rights are important to social work education and practice especially since the global definition of social work highlights the dual role of social work as a practice based profession and academic discipline emphasizing the principles of social justice, human rights, collective responsibility and respect for diversity. Concomitantly, social work education must ensure that students know and understand human rights laws especially since human rights are inherent to all human beings and are often expressed and guaranteed by international law which Governments are expected to uphold. Social workers have a commitment as duty bearers in supporting governments in the upholding of those agreements pertinent to the wellbeing of the people. Using the University of Guyana as a frame of reference this paper examined students’ knowledge on international agreements prior to leaving the University since these laws not only speak to nation states but to universal practices and many social work issues transcend borders. This paper utilized a mixed method approach to ascertain students’ awareness of international human rights laws and their perceptions on the applicability to practice. The findings show that there is limited knowledge amongst social work students on human rights covenants and conventions. This assessment is instructive to social work educators locally and internationally pointing to the need for integration into the curricula. It is imperative that generalist practitioners leave the University with a clear understanding of these laws as many practice issues are transnational. There will be the need for international social work to be a taught course for undergraduates training to become generalist practitioners.</p>

Critical Questions on Critical Social Work: Students’ Perspectives

2019 ◽  
Vol 49 (8) ◽  
pp. 2130-2147 ◽  
Author(s):  
Adi Barak
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Research Study ◽  
Social Work Students ◽  
Phenomenological Approach ◽  
Critical Questions ◽  
Critical Social Work ◽  
A Priority ◽  
Work Education ◽  
Critical Social

Abstract This research study explored the perspectives of social work students (n = 118) in the final semester of their studies regarding the implementation of critical social work in their future practices. Using performance ethnographies to collect data, students were asked to share their perspectives about implementing critical social work both in individual interventions and as a way to change the practice of mainstream social work organisations. Research ethnographies were analysed using a descriptive phenomenological approach, in an attempt to describe the shared essential experience of participants. Results demonstrated that students are influenced by several lines of thinking that come into direct conflict with one another: (i) they feel that critical social work is essential for individual interventions while also feeling that critical social work is not a priority for individual interventions and (ii) they feel that critical social work should and could change mainstream social work organisations while also feeling that critical social work should not and could not change mainstream social work organisations. These results contribute to a better understanding of the barriers in implementing critical social work, as well as the dilemmas and questions that should be addressed in social work education. Implications for social work education are outlined.

scholarly journals Applying anti-oppressive approach to social work practice in Africa: reflections of Nigerian BSW students

2020 ◽  
Vol 2 (3) ◽  
pp. 197-213 ◽  
Author(s):  
Solomon Amadasun ◽  
Tracy Beauty Evbayiro Omorogiuwa
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Structured Interviews ◽  
Content Type ◽  
Social Work Educators ◽  
Work Education ◽  
Practical Implications

Purpose As the next generation of social workers in a continent bedecked by oppressive customs, it is cardinal that the voices of social work students be heard. This study aims to share the reflections of Nigerian BSW students about anti-oppressive approach to professional practice. Design/methodology/approach Drawing on a qualitative approach, semi-structured interviews were conducted among fourth-year social work students at one of the elite universities in the southern region of Nigeria. Findings Results reveal that, although willing to challenge oppressive practices, social work students are ill-equipped to apply anti-oppressive approach to social work practice in Nigeria. Research limitations/implications This study makes an important contribution to the field and to the existing literature because the findings have broader implications for social work education in Nigeria. Practical implications In enforcing the suggestions of this study, it is expected that social work education will become able to produce competently trained students who are only knowledgeable about anti-oppressive social work but are equally prepared to address Nigeria’s myriad oppressive practices that have long undermined the nation’s quest for social development. Social implications The application of the anti-oppressive approach to social work practice is integral to ridding society of all forms of overt social injustice and other forms of latent oppressive policies. Originality/value Suggestions are offered to Nigerian social work educators toward ensuring that students are not only well equipped in the understanding of anti-oppressive social work but also ready to apply this model to professional social work practice following their graduation.

Baccalaureate Social Work Education and Courses on Aging: The Disconnect

2006 ◽  
Vol 12 (1) ◽  
pp. 105-118 ◽  
Author(s):  
Dara P. Bergel
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Social Work Students ◽  
The Elderly ◽  
Accreditation Standards ◽  
Gerontological Social Work ◽  
Work Education

In the year 2020, at least 60,000 to 70,000 social workers will be needed to work with the elderly. However, insufficient numbers of social work students are choosing to participate in the field of aging. This article discusses reasons, barriers, and the importance of increasing gerontological interest in BSW students. It provides curriculum-enhancing suggestions to expand student and faculty interest in aging education and the gerontological social work profession in the context of the Council on Social Work Educational (CSWE) Policy and Accreditation Standards (EPAS).

Homophobia Among Social Work and Non-Social Work Students

2002 ◽  
Vol 7 (2) ◽  
pp. 15-32 ◽  
Author(s):  
An-Pyng Sun
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Social Work Students ◽  
The Other ◽  
Male And Female ◽  
Other Hand ◽  
Work Education

This study compares degree of homophobia between social work and non-social work students. The results show that although social work students are not significantly different from non-social work students in their levels of homophobia, both male and female social work students are significantly less homophobic than male non-social work students. On the other hand, somewhat surprisingly, female social work students are significantly more homophobic than female non-social work students on the issues of whether homosexuality is a sin and whether homosexuality is disgusting. Implications for social work education are discussed.

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