scholarly journals Beginning at the Beginning

2019 ◽  
Vol 13 (1) ◽  
Author(s):  
Carolyn Campbell ◽  
Gail Baikie
Keyword(s):  
Social Work ◽  
Teaching And Learning ◽  
Critical Practice ◽  
Education Practice ◽  
Critical Social Work ◽  
Work Education ◽  
The Relationship ◽  
Fundamental Values ◽  
Work Knowledge ◽  
Critical Social

Recognizing the complexities of critical social work the authors use a metaphor of a traffic circle to survey the fundamental values, assumptions, theories, concepts, principles, and practices of critical social work.  They then consider the relationship among ‘mainstream’, critical, and other marginalized social work perspectives. A subsequent exploration of the challenges and possibilities of critical practice is followed by a reflection on the processes of teaching and learning critical social work. The article does not presume a level of pre-existing social work knowledge or experience on the part of the reader and is therefore accessible and useful for scholars, teachers, students, and practitioners who are new to critical social work. KEYWORDS: Critical social work; social work education; practice fundamentals

Faith, Resilience and Practice: The Relationship as the Medium for Connected Teaching

2021 ◽  
Vol 48 (1) ◽  
pp. 106-110
Author(s):  
Shelita Lynn Jackson
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Teaching And Learning ◽  
Ample Opportunity ◽  
Faith Integration ◽  
Work Education ◽  
The Relationship

The intersection of social work and Christianity presents ample opportunity for relational teaching and learning. The author explores the relationship as the prime medium for faith integration, motivator for fostering resilience in self and others, and the source for authentic connection in social work education and practice.

The Controlled Arena of Contested Practices: Critical Practice in Israel’s State Social Services

2020 ◽  
Author(s):  
Shachar Timor-Shlevin
Keyword(s):  
Social Work ◽  
Social Services ◽  
Public Services ◽  
Public Welfare ◽  
Power Dynamics ◽  
Critical Practice ◽  
Critical Social Work ◽  
Critical Practices ◽  
Structural Levels ◽  
Critical Social

Abstract Scholars claim that the integration of critical social work into public social services is impossible considering its weak position in the managerialist context of these services. Consequently, critical practice is mainly described as covert and reflective of the hierarchical power dynamics between managerialism and critical professionalism. Thus, the option of integrating critical social work into the institutionalised operation of the profession, which involves engaging in critical practice to the extent possible in the context of public services beyond micro and covert practices, has not been sufficiently described. This study addresses this gap, exploring the process of implementing the critical professional ‘Poverty-Aware Social Work Paradigm’ (PAP) into the Israeli public welfare services. Based on twenty-five interviews with field-level social workers in the PAP programmes, the findings describe critical practices as operating simultaneously at the interpersonal and structural levels, mainly through covert actions. The discussion illustrates the significance of merging the interpersonal and structural levels of critical practice and describes the limited arena in which critical professionalism operates in public services.

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 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.

Drowning In Neoliberal Lies: State Responses Towards People Seeking Asylum

2019 ◽  
Vol 50 (3) ◽  
pp. 908-925
Author(s):  
Belinda A Green
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Cultural Logic ◽  
Social Work Educators ◽  
Critical Social Work ◽  
The Social ◽  
Work Education ◽  
State Responses ◽  
Critical Social

Abstract This article argues that further enhancement of critical social work education and practice is needed to counter politicised and restrictive policies towards people seeking asylum in advanced globalised market economies. This means social workers giving more emphasis and prominence to the role of neoliberalism rather than solely focusing on the adverse moral and mental health impacts of state responses. Drawing on current debates and practices within critical social work and seven years’ experience in the Australian refugee sector, this article will demonstrate the punitive and deterrent configurations adopted by states like Australia to respond to people seeking asylum. The article then highlights the importance of social workers critically analysing historicised discourses which normalise such people as ‘dangerous’, ‘illegitimate’, ‘othered’ and a ‘burden’. Further interrogation of the social and cultural logic(s) of neoliberalism which serve to justify the former discourses will also be included. Finally, reflections on a range of strategies and solutions will be presented for critical social work educators and practitioners to resist and subvert neoliberalism and to secure better outcomes for people seeking asylum in Australia and elsewhere.

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