Discrimination and injustice against older people in Uganda: Implications for social work practice

2019 ◽  
pp. 002087281985874
Author(s):  
Charles Kiiza Wamara ◽  
Maria Irene Carvalho
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Older People ◽  
Social Workers ◽  
Social Work Education ◽  
Work Practice ◽  
Legal Framework ◽  
Social Work Practice ◽  
Professional Regulation ◽  
Work Education

This article highlights how older people in Uganda experience discrimination and injustice. It discusses the legal framework for their protection, while acknowledging that not all professionals are aware of or have access to the legal mechanisms meant to safeguard older people’s interests. It also discusses the role social work can play in protecting older people’s rights. It further recommends that social workers work to increase solidarity between generations and bring about social justice and respect for diversity. It concludes by highlighting the need to bring anti-discriminatory social work into mainstream social work education and the professional regulation of social work.

Sexuality Social Justice and Social Work: Implications for Social Work Education

2015 ◽  
Vol 20 (1) ◽  
pp. 27-41 ◽  
Author(s):  
Jayleen Galarza ◽  
Becky Anthony
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Work Practice ◽  
Social Work Practice ◽  
Working Definition ◽  
Definition Of ◽  
Work Education ◽  
Future Practice

This article focuses on reviewing the existing peer- reviewed literature to offer a working definition of the term sexuality social justice and explore how sexuality social justice is currently understood and applied in social work education. The authors recommend that given the recent increased visibility and discussion of sexuality- related issues in society, it is imperative for social workers to apply a social justice lens when addressing sexuality issues in bachelor's- level programs and classrooms. Given the limited studies and literature that are focused specifically on the topic of sexuality social justice as applied to social work practice as well as on undergraduate social work education, implications for future practice and education are presented and elaborated on.

Infusion of Gerontology Content: An Ethical Imperative

2007 ◽  
Vol 12 (2) ◽  
pp. 129-140 ◽  
Author(s):  
Jane Roberts ◽  
Rosemary Blieszner
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Work Practice ◽  
Social Work Practice ◽  
Ethical Practice ◽  
Age Bias ◽  
Work Area ◽  
The Social ◽  
Work Education

The infusion of aging content into the social work curriculum has been the subject of recent discussion by social work researchers. Aging content is needed for ethical social work practice because demographic trends demonstrate that social workers will treat older people regardless of work area preference. Age bias precludes ethical social work practice. However, the infusion of gerontological subject matter may decrease age bias and may thereby promote ethical practice. The authors' research demonstrates that age bias exists among social workers despite attention to the phenomenon, lending support to recommendations for infusion of aging content into baccalaureate social work education. Baccalaureate social work education is an opportune venue in which to introduce work with elders.

Leashore, Bogart

2013 ◽  
Author(s):  
Willie Tolliver
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Cultural Diversity ◽  
Social Work Education ◽  
Work Practice ◽  
Social Work Practice ◽  
Hunter College ◽  
High Standards ◽  
School Of Social Work ◽  
Work Education

Bogart Leashore (1947–2007) was dedicated to high standards of social work education, social justice and cultural diversity, sound social work practice, and the welfare of children. He was Dean of Hunter College School of Social Work from 1991 to 2003.

scholarly journals The Intrepid Elective

2021 ◽  
Vol 21 (2/3) ◽  
pp. 708-729
Author(s):  
Alexis Jemal ◽  
Jenna Frasier
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Critical Pedagogy ◽  
Social Workers ◽  
Social Work Education ◽  
White Supremacy ◽  
Social Work Practice ◽  
Critical Social Work ◽  
Work Education ◽  
Critical Social

The field of social work has a professional and ethical commitment to social justice. However, scholars have identified potential dangers that may threaten that commitment. To transform dangers into opportunities that strengthen social justice service, schools of social work could incorporate critical pedagogy within the Master of Social Work (MSW) curriculum. By training future social workers in critical social work practice, social work education becomes an advocate for marginalized populations. If not educated from an anti-oppressive framework, social workers have the potential to harm, oppress, and control rather than support and serve. The weight of this responsibility and firsthand social work education experiences led to the development and implementation of an elective course in critical social work informed by the Critical Transformative Potential Development (CTPD) Framework. The course follows a method that puts the CTPD theory into practice to bridge the micro-macro divide by engaging students in actively dismantling ideologies and practices of dominance. The course aims to produce anti-oppressive social workers who can better navigate social justice terrain. A student’s perspective on the course highlights strengths and areas for improvement. Future iterations of this class or similar courses of study could be adapted by and adopted for other social work education institutions. Because social work education is fertile ground to plant seeds that will grow social workers rooted in anti-racism and anti-White supremacy, there is the opportunity, with a radical education, to transform the field in a critical direction, better prepared to overcome the social justice challenges of the era.

Reshaping the social work education system toward cultural competency: The Hong Kong case

2017 ◽  
Vol 62 (1) ◽  
pp. 316-329 ◽  
Author(s):  
Gizem Arat ◽  
Narine Nora Kerelian
Keyword(s):  
Social Justice ◽  
Hong Kong ◽  
Social Work ◽  
Social Work Education ◽  
Work Practice ◽  
Social Work Practice ◽  
Culturally Competent ◽  
Social Harmony ◽  
The Social ◽  
Work Education

Hong Kong is a self-branded international city in Asia. Culturally competent service delivery for ethnic minorities is a nascent arena in the social work profession within the territory. This article attempts to depict the ways in which ethnic groups are situated within local social work practice, reviews the Hong Kong context of a culturally responsive social work profession, and proposes a framework for a more inclusive social work curriculum. In this framework on culturally competent social work education, the authors argue that social harmony and social justice are not mutually exclusive, calling for a (re)conceptualization of social harmony inclusive of social justice.

Understanding Globalization through Short-Term International Field Experiences

2006 ◽  
Vol 12 (1) ◽  
pp. 287-302 ◽  
Author(s):  
Rosemary A. Barbera
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Work Practice ◽  
Economic Globalization ◽  
The United States ◽  
Social Work Practice ◽  
Professional Lives ◽  
Short Term ◽  
Work Education

The process of globalization is contested terrain across the globe. Social work practice is affected by this process, since globalization has led to a widening of the gap between rich and poor and has increased the number of people living in poverty. Social workers must understand economic globalization in order to be able to contest its effects on our personal and professional lives. This article examines the process of economic globalization. It offers a case example of a short-term international field program, the Sin Fronteras Chile Project, which shows how social work education in the United States can help prepare social workers to be actors in a world affected by economic globalization. It also offers recommendations for strengthening undergraduate social work education, based on students' experiences with Sin Fronteras.

scholarly journals Professionalization of Social Work in Malaysia Through Legislation: A Literature Discussion on Concepts, Issues and Challenges

2017 ◽  
Author(s):  
TEOH AI HUA ◽  
FUZIAH SHAFIE
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Work Practice ◽  
Legal Framework ◽  
Social Work Practice ◽  
Professional Status ◽  
The Government ◽  
Draft Bill ◽  
Education And Development ◽  
Work Education

Social work as a profession may have been well established in many countries; nevertheless internationally its professional status and professionalization process differs from country to country. Social work in Malaysia has come to a new chapter when the government endorsed a proposal to enact a Social Workers Bill as part of its commitment to enhance the quality of social workers and social work practice in the country. One significant aspect of the draft bill is the registration and licensing of social workers. Drawing examples from a few countries that have registration requirement, this paper attempts to highlight some issues and challenges that may arise when the registration and licensing begin after the bill has been enacted. The legislation can provide a legal framework to put in place proper structures for social work education and development. It however requires all stakeholders to work closely to ensure that eventually the vulnerable populations that the profession is serving can also benefit from the professionalization process.  

scholarly journals Creating a Culture of Voting in Direct and Generalist Practice

2020 ◽  
Vol 19 (1) ◽  
pp. 86-105
Author(s):  
Shannon Lane ◽  
Katharine Hill ◽  
Jason Ostrander ◽  
Jenna Powers ◽  
Tanya Rhodes Smith ◽  
...  
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Work Practice ◽  
Electoral System ◽  
Social Work Practice ◽  
Field Instructors ◽  
Substantive Content ◽  
Generalist Practice ◽  
Work Education

Social workers have an ethical responsibility to be engaged in policy change, regardless of their practice area or specialization. Voter engagement and the importance of political power through voting is often overlooked in the literature as a valid and important component of social work practice. Creating a culture of nonpartisan voter engagement in practice settings can help empower individuals who have been historically and intentionally disenfranchised from our electoral system. Training for field instructors, faculty, and field staff is a key aspect of voter engagement in social work education. Unfortunately, social work education is unlikely to include substantive content on voter engagement or its connection to social work practice and impact. This article presents one component of a model for integrating voter engagement into social work education: the provision of training for field instructors on nonpartisan voter engagement at two universities over two years. Evaluation findings suggest that pre-existing levels of political efficacy affect the reaction of field instructors to nonpartisan voter engagement training. Furthermore, findings indicate that field instructors who receive voter engagement training are more likely to serve as resources for their students and to consider voter engagement as part of their own practice. We offer evidence on the important role field educators can play in the success of the larger national effort to integrate voter engagement in social work education. Increasing awareness of what social workers, nonprofit, and public agencies are allowed--or even required--to do is a critical first step.

Visions of community

1999 ◽  
Vol 42 (1) ◽  
pp. 27-38
Author(s):  
Pauline Jivanjee ◽  
Susan Tebb
Keyword(s):  
United States ◽  
Social Work ◽  
Social Work Education ◽  
Work Practice ◽  
The United States ◽  
Social Work Practice ◽  
Women's Movements ◽  
Work Education

Experiences traveling in Kenya provide a backdrop to an examination of the principles and practices of the Harambee and women’s movements in Kenya as they compare with feminist social work practice in the United States. Concluding remarks address the implications of our learning for our work in social work education.

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