Issues for the future of international social work education

2017 ◽  
Author(s):  
Gurid Aga Askeland ◽  
Malcolm Payne
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
International Association ◽  
Full Range ◽  
International Social Work ◽  
International Social Work Education ◽  
The Future ◽  
Work Education ◽  
International Social

The chapter presents a content analysis and discussion of interviews with most of the awardees and of biographies of others who received the Katherine Kendall Award, focused on their views on the future of international social work and its education. Debate on the future role of the International Association of Schools of Social Work is also reviewed. Weaknesses in the representation of the full range of international social work education by the Association and the Award are considered. Ways of strengthening representation through greater involvement from the Global South and better funding of representation are explored.

Lowy, Louis

2013 ◽  
Author(s):  
Leonard Bloksberg
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
International Social Work ◽  
International Social Work Education ◽  
Boston University ◽  
Work Education ◽  
International Social

Louis Lowy (1920–1991) was a leader in gerontology and social work education and a pioneer in advancing international social work education. Lowy emigrated from Germany to Boston in 1946 and co-founded the Boston University Gerontology Center in 1974.

The art of not-knowing: Valuing diversity and intercultural competences in international social work education

2021 ◽  
pp. 002087282110657
Author(s):  
KR Anish ◽  
Stefan Borrmann ◽  
Ngan Nguyen-Meyer ◽  
Yan Zhao ◽  
Hilde Berit Moen ◽  
...  
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Intercultural Competence ◽  
Cultural Awareness ◽  
International Social Work ◽  
Culturally Competent ◽  
International Social Work Education ◽  
Global Mindedness ◽  
Work Education ◽  
International Social

The article focuses on how international social work education can enable students to become culturally competent social workers. It follows the idea that the vital aspect of internationalizing social work education is not about structural prerequisites. Rather, it is in the specific role of intercultural perspectives and how these perspectives can be integrated into structural frameworks for internationalizing social work education. It is highlighted that the acceptance of not-knowing and not-understanding provides the basis of cultural awareness or global mindedness. Therefore, a model for the development of intercultural competence in social work is presented.

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