TRANSFORMING SOCIAL WORK IN ZIMBABWE FROM SOCIAL CONTROL TO SOCIAL CHANGE

2015 ◽  
Vol 27 (2) ◽  
pp. 204-219
Author(s):  
Tawanda Masuka
Keyword(s):  
Social Change ◽  
Social Work ◽  
Social Control ◽  
Indigenous Knowledge ◽  
Social Work Education ◽  
Third World ◽  
Work Practice ◽  
Social Work Practice ◽  
Definition Of ◽  
Work Education

The quest for relevance of social work in Third world countries in the context of mounting socio-economic challenges has necessitated the need to consider transforming social work from social control to social change. Prominent social work academics and practitioners have argued in support of the need for such transformation. This article analyses this transition in the context of the new global definition of social work and how its various aspects can be applied in transforming social work education and practice in Zimbabwe. Key conclusions are that, social work curriculum be re-oriented toward the developmental social work thrust, advocacy and indigenous knowledge be integrated into social work practice.

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.

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.

scholarly journals Preferences and Orientations of Social Work Students towards Methods and Forms of Professional Practice

2021 ◽  
Vol 29 (1) ◽  
pp. 71-81
Author(s):  
Ginka Mehandzhiyska
Keyword(s):  
Social Work ◽  
Conceptual Model ◽  
Professional Practice ◽  
Social Work Education ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Research Data ◽  
The Social ◽  
Work Education

This article presents results from research on preferences of social work students (n=60) towards particular methods and forms when practicing their profession. A conceptual model has been applied, where measurements and analysis lead to identification of two methodological orientations: micro- and macro-orientation. Based on research data conclussions are made about the profile of the students' interests for practicing the social work profession in particular areas and settings. Presented analysis concludes that social work education prepares professionals with profiles relevant to the needs of social work practice.

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