scholarly journals A Multiparadigmatic Approach to Religion in Social Work Education

10.18060/147 ◽  
2008 ◽  
Vol 9 (2) ◽  
pp. 63-78
Author(s):  
Jon E. Singletary
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Work Practice ◽  
Social Work Practice ◽  
Religion And Spirituality ◽  
Faith Based ◽  
The Past ◽  
Pedagogical Models ◽  
Knowledge And Practice ◽  
Work Education

The attention given to faith-based human services in the past decade has created interest in pedagogical models of the ethical integration of spirituality, religion and social work practice. Following a discussion of philosophical, theoretical, and theological perspectives, this paper explores different sociological paradigms of knowledge and practice that may be of value when seeking to utilize spiritual and religious content into social work education. The implications of this article relate to educational settings that seek to incorporate content on religion and spirituality in social work education as well as to social work practice in religious organizations.

Biculturalism in Social Work Practice

2019 ◽  
pp. 375-385
Author(s):  
Elias Paul Martis
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Medical Model ◽  
Work Practice ◽  
Well Being ◽  
Social Work Practice ◽  
Social Dimensions ◽  
Knowledge And Practice ◽  
Helping Process ◽  
Work Education

Social work education and practice has primarily been dominated by a medical model worldview. Traditional social work frameworks and medical models have focused on deficits or psychopathology and limited wellness to bio-psycho-social dimensions. In 2005, Te Wānanga o Aotearoa (TWOA) introduced a social work degree that incorporates Māori holistic models of well-being and practice. The degree was further developed into a four-year degree in 2016. This chapter looks at the contribution made by this bicultural social work degree to social work education and practice. This innovative and bold initiative by TWOA accords privilege to Māori and other indigenous bodies of knowledge and practice frameworks equal to those of western theories and frameworks. The bicultural degree argues that an indigenous approach to social work education and practice frameworks are not in competition or antithesis to western frameworks but are complementary and complete the helping process.

Practice makes perfect: Designing Integrated Learning Experiences in Social Work Education using Laurillard’s ‘Conversational Framework’ for Learning

2018 ◽  
Vol 15 (2) ◽  
pp. 56-65
Author(s):  
Alison Domakin
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Work Practice ◽  
Social Work Practice ◽  
Learning Opportunities ◽  
Realist Evaluation ◽  
Complex Task ◽  
E Learning ◽  
Knowledge And Practice ◽  
Work Education

Providing an integrated curriculum in social work education is a complex task and the profession has long struggled with how best to link knowledge and practice in qualifying studies.  This prompted the author to design a unit of study inspired by Laurillard’s seminal ‘Conversational Framework’ for learning, which suggests that opportunities for questioning and dialogue with an expert provide a pivotal mechanism for integrating learning.  In this model discussions need to be hard wired into experiential learning opportunities; both of which must occur simultaneously.    Bespoke e-learning curriculum materials were, therefore, developed to be studied alongside an experience of social work and dialogue with practitioners.   The unit was located on a Step up to Social Work (child and family) qualifying programme, delivered jointly with partner local authorities, which meant that greater access to practitioners was possible. Realist evaluation analysis of student feedback suggests that being able to synchronously draw on learning from experiencing practice and bespoke academic input, in dialogue with practitioners, can help students to develop more integrated understandings of the skills and knowledge required for social work practice.   

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.

scholarly journals Editorial

2021 ◽  
Vol 57 (3) ◽  
Author(s):  
Sulina Green
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Course Design ◽  
Work Practice ◽  
Social Work Practice ◽  
E Learning ◽  
Curriculum Renewal ◽  
Work Education

The articles in this issue of Social Work/Maatskaplike Werk cover topics related to the innovative utilisation of approaches and methodologies for teaching and learning in social work education and for intervention in social work practice. The first two articles examine the incorporation of technology-enhanced teaching and learning in social work education in the digital era. The first article provides insights into the emerging developments of the Fourth Industrial Revolution, especially for curriculum renewal to prepare prospective practitioners to operate in both online and offline environments. The second article describes how an authentic e-learning framework can provide a pedagogically improved method of course design for groupwork education.

scholarly journals Critical Language Awareness: A beckoning frontier in social work education?

2017 ◽  
Vol 29 (2) ◽  
pp. 56-68
Author(s):  
Clement Mapfumo Chihota
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Culturally Responsive ◽  
Work Practice ◽  
Social Work Practice ◽  
Language Awareness ◽  
Private And Public ◽  
Critical Language Awareness ◽  
Work Education ◽  
Responsive Communication

INTRODUCTION: Effective social work practice is predicated on empowering, inclusive and culturally responsive communication, and yet, there appears to be very limited focus on language awareness, let alone critical language awareness, in contemporary social work education—both within and beyond the Australasia context. This gap is more worrying against a background where neoliberal and instrumental discourses (Habermas, 1969; O’Regan, 2001) have freely proliferated, and now threaten to colonise virtually all areas of private and public life (Chouliaraki Fairclough, 1999). In response, this article advocates the inclusion of Critical Language Awareness (CLA) in contemporary social work education.APPROACH: This article initially maps the broad scope and historical emergence of CLA, before surveying its key political and theoretical influences.FINDINGS: The key outcome is that CLA—as delineated—clearly shares significant overlaps with social work co-values, particularly: justice, equality and a commitment to anti-discriminatory and anti-oppressive practice (Dominelli, 2002; Payne, 1997). More importantly, CLA provides conceptual and analytical resources that promise to significantly sharpen students’ abilities to recognise, question and ultimately challenge, oppressive discourses (Fairclough, 2011; Manjarres, 2011; Wodak, 2006).CONCLUSION: It is recommended that CLA strands be woven into existing social work themes and topics. The final part of the article offers some practical suggestions on how this could be done.

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.

Death and Dying Content in Undergraduate Social Work Education: Student Views of Their Preparation for End-of-Life Practice

2004 ◽  
Vol 10 (1) ◽  
pp. 136-146 ◽  
Author(s):  
Sara Sanders
Keyword(s):  
Social Work ◽  
End Of Life ◽  
Social Work Education ◽  
Death And Dying ◽  
Work Practice ◽  
Social Work Practice ◽  
Education Student ◽  
Life Issues ◽  
End Of Life Issues ◽  
Work Education

The majority of the literature specific to end-of-life content within social work education has pertained to master's level students. This descriptive study examined how prepared 272 BSW students from Pennsylvania colleges and universities felt they were for addressing end-of-life issues in social work practice, regardless of setting. This study identified that students did not feel prepared to assist clients with end-of-life situations. Students provided a list of recommendations for the types of end-of-life content they thought should be included in the social work curriculum. Strategies for including end-of-life content into the baccalaureate social work curriculum are included.

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