scholarly journals Autoconocimiento como competencia genérica en el Grado de Trabajo Social - [Self-knowledge as generic competence in social work education]

2017 ◽  
Author(s):  
Janet Romero Delgado ◽  
Tomasa Báñez Tello
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Social Self ◽  
Self Knowledge ◽  
Trabajo Social ◽  
Work Education

Guatemala’s current and future globalization

2007 ◽  
Vol 50 (1) ◽  
pp. 41-51 ◽  
Author(s):  
Gary L. Villereal
Keyword(s):  
Social Work ◽  
Indigenous People ◽  
Social Work Education ◽  
Style De Vie ◽  
Travail Social ◽  
Traditional Lifestyle ◽  
Trabajo Social ◽  
Work Education ◽  
Los Grupos

English Globalization is affecting Guatemala and tensions are evident between efforts to modernize relative to the traditional lifestyle. The marginalization of rural indigenous people is presented and seven specific initiatives are recommended for social work education. French La mondialisation affecte le Guatemala et les efforts de modernisation s'opposent au style de vie traditionnel, ce qui suscite de réelles tensions. Cette étude se penche sur la marginalisation des populations indigènes et elle propose sept initiatives spécifiques d'éducation en travail social. Spanish La globalización está afectando a Guatemala y las tensiones entre los esfuerzos de modernización y el estilo de vida tradicional son evidentes. Se discute la marginación de los grupos rurales indígenas y se recomiendan siete iniciativas específicas para la educación en el Trabajo Social.

Redefining social work standards in the context of globalization

2008 ◽  
Vol 51 (2) ◽  
pp. 145-158 ◽  
Author(s):  
Mary Alphonse ◽  
Purnima George ◽  
Ken Moffatt
Keyword(s):  
Developing Countries ◽  
Social Work ◽  
Social Work Education ◽  
National Standards ◽  
The West ◽  
Travail Social ◽  
Communal Relations ◽  
Trabajo Social ◽  
Work Education ◽  
Negative Feelings

English Globalization impacts on all countries, adversely affecting developing countries such as India. Global and national standards for social work education should develop appropriate perspectives addressing the negative feelings of communities. The conception of 'self' as defined by the west needs to be seen in the context of communal relations of the east. French La mondialisation affecte toutes les nations, mais a un impact défavorable dans des pays en développement tels que l'Inde. Les normes mondiales et nationales de formation en travail social devraient développer des perspectives permettant d'en réduire les effets négatifs ressentis par les communautés. La conception du 'soi' (définie par l'occident) nécessite d'être vue dans le contexte des relations communales de l'orient. Spanish La globalización impacta a todos los países, afectado negativamente a naciones en desarrollo como la India. Los estÁndares globales y nacionales para la educación del Trabajo Social deberían desarrollar perspectivas para denunciar los efectos negativos que afectan a las comunidades. La concepción del "ser" (definida por el Occidente) necesita ser vista en el contexto de las relaciones comunales con el Oriente.

Tensions and dilemmas of social work education in China

2007 ◽  
Vol 50 (1) ◽  
pp. 93-105 ◽  
Author(s):  
Kam-shing Yip
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Work Practice ◽  
Social Work Practice ◽  
Social Service Delivery ◽  
Back Ground ◽  
Services Sociaux ◽  
Trabajo Social ◽  
Work Education ◽  
Education In China

English Social work education in China has developed dramatically over the past decade. However, because of its unique social, cultural and political back-ground and contexts, its current and future development faces tensions associated with politicization, professionalization and commercialization in the fields of values, social service delivery, social work practice and curriculum development. French L'enseignement du travail social a pris un essor considérable en Chine au cours de la dernière décennie. Toutefois, compte tenu du caractère unique des dimensions sociales, politiques et culturelles du contexte chinois, son développement actuel et futur fait face à des tensions liées à la politicisation, la professionnalisation et la commercialisation au plan des valeurs, de l'offre des services sociaux, de même qu'aux plans de la pratique du service social et de son développement. Spanish La educación en trabajo social en China se ha desarrollado dramáticamente durante la década pasada. Sin embargo, en virtud de sus antecedentes y contextos sociales, culturales y políticos únicos, su desarrollo actual y futuro enfrenta tensiones asociadas con la politizacíon, profesionalizacíon y comercializacíon en los valores, el otorgamiento de servicios sociales, la práctica del trabajo social y el desarrollo del currículum.

Social work education’s cultural hegemony

2006 ◽  
Vol 49 (6) ◽  
pp. 731-743 ◽  
Author(s):  
Gurid Aga Askeland ◽  
Malcolm Payne
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Cultural Hegemony ◽  
Post Colonial ◽  
Travail Social ◽  
Educational Structures ◽  
Trabajo Social ◽  
Colonial Oppression ◽  
Work Education ◽  
Local Cultures

English Globalization presses social work education towards post-colonial oppression of local cultures by dominant cultures, deepening economic difference and dependency. Diverse, local cultures and languages may be lost in internationalized social work education. Social work educational structures must combat cultural hegemony, allowing cultural translation of materials from dominant cultures and languages. French En matière d'enseignement du travail social, la mondialisation accentue l'oppression post-coloniale des cultures locales par les cultures dominantes, accroissant ainsi les différences économiques et la dépendance. L'internationalisation de l'enseignement du service social risque d'effacer les langues et la diversité des cultures locales. Les structures d'enseignement du travail social doivent combattre l'hégémonie culturelle en assurant que les contenus véhiculés entre les cultures dominantes et les cultures locales soient adaptés. Spanish La globalización empuja a la educación del trabajo social hacia una opresión post-colonial de culturas locales, opresión ejercida por las culturas dominantes, de modo que las diferencias económicas y situación de dependencia se ahonda aun más. Es posible que en la educación internacionalizada del trabajo social se pierdan las diversas culturas locales y las lenguas. Las estructuras educativas del trabajo social deben combatir la hegemonía cultural, permitiendo la traducción cultural de los materiales provenientes de culturas y lenguas dominantes.

Establishing international cooperation in social work education

2008 ◽  
Vol 51 (6) ◽  
pp. 790-812 ◽  
Author(s):  
Anette Kniephoff-Knebel ◽  
Friedrich W. Seibel
Keyword(s):  
Social Work ◽  
Social Workers ◽  
International Cooperation ◽  
Social Work Education ◽  
International Association ◽  
Early Stages ◽  
Travail Social ◽  
Trabajo Social ◽  
Work Education ◽  
Schools Of Social Work

English This article draws on records from the period to illustrate some of the themes and concerns of social workers present at international welfare conferences from 1928. In doing so it identifies some of the significant actors engaged in the early stages of establishing an international association for schools of social work. French Cet article tire les enseignements de la période pour illustrer certains des thèmes et préoccupations des travailleurs sociaux présents aux conférences internationales de travail social et de sécurité sociale depuis 1928. Ce faisant il identifie quelques acteurs significatifs engagés dès les premiers instants dans l'établissement d'une association internationale des écoles de travail social. Spanish Este ensayo analiza los registros del período para ilustrar algunos de los temas y preocupaciones de los trabajadores sociales que asistieron a conferencias internacionales de bienestar social desde 1928. Esto permite identificar a algunos de los actores más significativos que participaron en las primeras fases del establecimiento de una asociación internacional de escuelas de trabajo social.

Critical Pedagogy in Online Social Work Education: Changing Conceptions of Time in the Neoliberal University

Somatechnics ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 73-94
Author(s):  
Kristin Smith ◽  
Donna Jeffery ◽  
Kim Collins
Keyword(s):  
Social Work ◽  
Online Education ◽  
Critical Pedagogy ◽  
Social Work Education ◽  
Qualitative Interviews ◽  
Social Work Educators ◽  
Digital World ◽  
Learning Programs ◽  
Recent Graduates ◽  
Work Education

Neoliberal universities embrace the logic of acceleration where the quickening of daily life for both educators and students is driven by desires for efficient forms of productivity and measurable outcomes of work. From this perspective, time is governed by expanding capacities of the digital world that speed up the pace of work while blurring the boundaries between workplace, home, and leisure. In this article, we draw from findings from qualitative interviews conducted with Canadian social work educators who teach using online-based critical pedagogy as well as recent graduates who completed their social work education in online learning programs to explore the effects of acceleration within these digitalised spaces of higher education. We view these findings alongside French philosopher Henri Bergson's concepts of duration and intuition, forms of temporality that manage to resist fixed, mechanised standards of time. We argue that the digitalisation of time produced through online education technologies can be seen as a thinning of possibilities for deeper and more critically self-reflexive knowledge production and a reduction in opportunities to build on social justice-based practices.

Social Work and Indigenisation: A South African Perspective

2018 ◽  
Vol 30 (1) ◽  
Author(s):  
Lobelo David Mogorosi ◽  
Dumisani Gaylord Thabede
Keyword(s):  
South Africa ◽  
Social Work ◽  
South African ◽  
Social Work Education ◽  
Western Europe ◽  
World View ◽  
Joint Decision ◽  
Scant Attention ◽  
Global North ◽  
Work Education

For relevance to societal reality and challenges, countries should structure their social work education to deal with specific conditions and cultures. From its global North (i.e. Western Europe and North America) origins, social work has contributed to the expansion of the discipline and profession to the developing world, including South Africa. During the three decades (from the mid-1980s until the present day) during which they have taught social work in South Africa, the authors have witnessed half-hearted efforts to really integrate indigenous knowledge into the curricula. In writings and professional gatherings, scant attention was paid to curricula transformation imperatives enriching practice. To its credit, the Association of South African Social Work Education Institutions (ASASWEI) advocates for decolonisation and indigenisation of social work education. Discussing decolonisation and indigenisation in social work curricula, the paper critiques assumptions of global North ideas, cloaked as if universally applicable. An example is about some principles of social casework – a method of choice in South Africa – which mostly disregards cultural nuances of clientele with a communal collective world view that relies on joint decision-making. A culturally sensitive approach is adopted as theoretical framework for this paper. The paper concludes with recommendations that should help ensure that social work curricula strive towards being indigenous, contextualised and culturally appropriate.

"Do not Worry Your Head": The Impossibility of Indigenising Social Work Education and Practice in Africa

2018 ◽  
Vol 30 (3) ◽  
Author(s):  
Kwaku Osei-Hwedie ◽  
Doris Akyere Boateng
Keyword(s):  
Social Work ◽  
Knowledge Base ◽  
North American ◽  
Social Work Education ◽  
Culturally Relevant ◽  
Social Work Educators ◽  
The People ◽  
African Context ◽  
Drawing Board ◽  
Work Education

As the discussions and debates rage on about the content and direction of social work in Africa, the challenges associated with weaning the profession off its Western and North American roots become apparent. The desire to indigenise or make the profession culturally relevant is well articulated in the literature. Some efforts have been undertaken toward achieving this desire. However, it is evident that despite the numerous discussions and publications, it appears that efforts at indigenising, localising, or making social work culturally relevant have not made much progress. While what must be achieved is somewhat clear; how to achieve it and by what process remain a conundrum. The article, therefore, revisits the issue of making social work culturally relevant in Africa and its associated challenges. Despite the indictment of current social work education and practice in Africa, it appears that many academics and professionals have accepted that what is Western is global, fashionable, and functional, if not perfect. Given this, perhaps, “we should not worry our heads” about changing it. Instead, social work educators and practitioners in Africa should go back to the drawing board to determine how current social work education and practice can be blended with a traditional African knowledge base, approaches and models to reflect and align with the critical principles and ideals within the African context. This is with the hope of making the profession more relevant to the needs of the people of Africa.

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