Social work students’ reflections on gender, social justice and human rights during a short-term study programme to India

2016 ◽  
Vol 60 (1) ◽  
pp. 32-44 ◽  
Author(s):  
Karen Bell ◽  
Bernadette Moorhead ◽  
Heather Boetto
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Social Work ◽  
International Study ◽  
Social Work Students ◽  
Short Term ◽  
Global Issues ◽  
Gender Oppression ◽  
Short Term Study ◽  
Study Programme

This article explores the impacts of a short-term international study programme on Australian social work students’ understanding of social justice and human rights issues, with particular emphasis on gender oppression. Using qualitative data from a reflective workshop plus written evaluations, students’ reflections on learning experiences during the programme are described and explored. Implications for social work study abroad programmes and the professional knowledge base are considered. Findings indicate that student understanding of gender oppression, social justice and human rights as global issues was enriched by the programme and the need for faculty-led facilitated, reflective learning is reinforced.

How the environment is conceptualised and represented globally in social work codes of ethics

2021 ◽  
pp. 002087282110200
Author(s):  
Kang Liu ◽  
Catherine A Flynn
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Social Work ◽  
Mixed Methods ◽  
Physical Environment ◽  
Codes Of Ethics ◽  
Mixed Methods Study ◽  
Sequential Mixed Methods ◽  
The Social ◽  
Holistic Understanding

While the environment is fundamental to humankind’s wellbeing, to date, social work has been largely focused on the social, rather than the physical, environment. To map how the broader environment is captured in the profession’s foundational documents, an exploratory sequential mixed methods study (QUAL → quan) analysed data from 64 social work codes of ethics. Findings indicate that although the environment is mentioned in the majority of these, there is a continued focus on the social, overlooking to some degree the physical, predominantly the built, environment. A more holistic understanding of the environment would enable social work to better fulfil its commitment to human rights and social justice.

scholarly journals Learning from others: A critical reflection on an international study programme

2017 ◽  
Vol 62 (1) ◽  
pp. 337-350
Author(s):  
Alison McInnes ◽  
Joan M Goss ◽  
Hannah Fisher ◽  
Robyn Brockman
Keyword(s):  
Social Work ◽  
Critical Reflection ◽  
Student Mobility ◽  
Academic Staff ◽  
International Study ◽  
Self Awareness ◽  
Professional Networks ◽  
Social Competencies ◽  
Self Confidence ◽  
Study Programme

This article offers a critical reflection on an international social work study programme at a Northern European university in 2015. This study develops a shared sense of the expectations and experiences of two academic staff and two students who took part in this social work programme. Interesting findings from this life-changing opportunity were ascertained and included awareness of own motivational learning as well as developing cultural competencies (including language and communication skills), intellectual competencies (including working with others to solve problems), social competencies (including increases in self-confidence and self-awareness) and professional competencies (via increases in professional networks). This supports national data regarding the importance of student mobility including study visits abroad.

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>

scholarly journals What do social work students think social work research is?

2016 ◽  
Vol 24 (2) ◽  
pp. 19-26
Author(s):  
Anita Gibbs
Keyword(s):  
Social Justice ◽  
Social Work ◽  
New Zealand ◽  
Work Values ◽  
Research Training ◽  
Social Work Students ◽  
Service Users ◽  
Research Project ◽  
Social Work Research ◽  
Social Work Values

In New Zealand, social work students often undertake social work research training as part of their first qualification in social work. The focus of this article is to consider what social work students think social work research is and whether they think social work research should be part of normal, everyday practice or not. Forty-three social work students from Otago University participated in a small research project during 2009 aimed at exploring their constructions of social work research. They emphasised that social work research should be compatible with social work values like empowerment and social justice, and bring about positive change of benefit of service users. 

Positioning Social Justice: Reclaiming Social Work’s Organising Value

2019 ◽  
Vol 50 (6) ◽  
pp. 1652-1668
Author(s):  
Dassi Postan-Aizik ◽  
Corey S Shdaimah ◽  
Roni Strier
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Social Workers ◽  
Visual Analysis ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Power Dynamics ◽  
Positive Contribution ◽  
Core Value

Abstract This article explores the value of social justice as a shared ethical ground for social workers worldwide. Constructions and interpretations of social justice are deeply affected by different perspectives, contested positions and unequal power dynamics. As societies become ever more diversified, these may hinder the centrality of social justice as a core value. Drawing on data collected from participants in a binational interprofessional seminar on social justice in multi-cultural societies, this qualitative study is based on interviews and visual analysis with 16 American and 15 Israeli social workers and social work students. Findings suggest that social justice remains a core value although it is both an organising and disorganising, unifying and dividing concept. The study explores the positive contribution of positionality to help gain a broader understanding of social justice and navigate challenges in implementation, practice and education in diverse and conflicted settings. Practical implications for social work practice and education are discussed.

Managing a short international study trip: the case of China

2019 ◽  
Vol 34 (2) ◽  
pp. 386-396
Author(s):  
Fengli Mu ◽  
James Hatch
Keyword(s):  
Experiential Learning ◽  
Design Methodology ◽  
Business Students ◽  
International Study ◽  
Short Term ◽  
Term Study ◽  
Content Type ◽  
Short Term Study ◽  
Key Aspects ◽  
Structured Approach

Purpose The purpose of this paper is to discuss the major planning and implementation practices that should be followed in a short term international study trip (IST). The focus throughout is on how to utilize experiential learning to establish cultural competence. Design/methodology/approach The paper shows how to plan and manage an international MBA study trip to China using a specific case to illustrate the methods employed. Findings The use of a highly structured approach to an experiential learning exercise combined with a focus on key elements of cultural competencies creates a positive environment and leads to significant focused learning. Originality/value This paper fills three key gaps in the literature. First it uniquely focuses on the implementation of a conceptual framework that incorporates the types of cultural competency related learning that are to take place. Second, it illustrates how to design and implement an IST highlighting two key aspects of experiential learning: providing challenging experiences and encouraging reflection. Third, it focuses on a trip to China which, although one of the most popular destinations for business students, is lightly reviewed in the literature. This study fills a significant gap in the literature dealing with the management of short term study trips.

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