scholarly journals Teaching note: Creating open textbooks for social work education

2019 ◽  
Author(s):  
Matthew Peter DeCarlo
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Large Scale ◽  
Open Educational Resources ◽  
First Year ◽  
The Past ◽  
Graduate Research ◽  
Resource Creation ◽  
Work Education ◽  
Open Textbooks

Open educational resources (OER) and the open education movement have blossomed over the past decade, yet their demonstrated impact on social work is in its infancy. This teaching note describes the process of creating the first two open textbooks for social work education about undergraduate and graduate research methods. In the first year post-publication, the undergraduate open textbook was used by over 1,100 students across 35 campuses and accrued an estimated savings of $150,000 for students. Despite these clear benefits, the process of resource creation for faculty can be challenging, and this note offers practical guidance for faculty considering both small or large-scale open textbook projects. As universities, states, and international bodies increase funding for the creation and adoption of OER, the field of Social Work should demonstrate its commitment to equity, inclusion, and justice by leading these efforts within our classrooms, discipline, and institutions.

Social work education and the Bologna Process

2012 ◽  
Vol 57 (6) ◽  
pp. 566-575 ◽  
Author(s):  
Chaime Marcuello-Servós
Keyword(s):  
Social Sciences ◽  
Social Work ◽  
Systems Thinking ◽  
Social Work Education ◽  
Bologna Process ◽  
The Past ◽  
The Social ◽  
Instruments And Techniques ◽  
Work Education ◽  
The Bologna Process

The aim of this article is to analyse and describe social work education and its professional context in Spain. Specifically, it analyses new degree implementation as a consequence of the Bologna Process over the last 10 years. It posits some ideas about the social sciences beyond the dominant paradigms with the aim of overcoming corporatism. It concludes that social sciences could be used as a toolkit where several instruments and techniques may be useful in tackling social problems in a transdisciplinary way and in systems thinking. What one is able to solve and learn in the present is more interesting than remaining in the past and asking about one’s background.

文 献 回 顾: 中 国 社 工 教 育 发 展 十 个 重 要 课 题 的 批 判 分 析

2003 ◽  
Vol 37 (01) ◽  
pp. 41-59 ◽  
Author(s):  
继 同 刘
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Chinese Society ◽  
Education Development ◽  
The Past ◽  
The Social ◽  
Critical Issues ◽  
Work Education ◽  
Education In China ◽  
The Ideal

中 国 内 地 社 会 工 作 教 育 的 恢 复 和 发 展 已 走 过 年 辉 煌 历 程， 取 得 令 人 注 目 的 成 就。 在 经 济 市 场 化 和 福 利 社 会 化 处 境 下， 中 国 内 地 社 会 工 作 教 育 发 展 面 临 诸 多 争 论 议 题 和 两 难 选 择。 本 文 从 文 献 回 顾 角 度， 明 确 提 出 中 国 内 地 社 会 工 作 教 育 发 展 的 十 个 重 要 课 题， 简 要 回 顾 每 个 重 要 课 题 的 历 史 发 展， 客 观 描 述 各 种 重 要 课 题 中 的 争 论 议 题， 全 面 分 析 不 同 重 要 课 题 面 临 的 两 难 选 择， 理 论 概 括 中 国 社 会 工 作 教 育 发 展 基 本 关 系 的 理 想 类 型。 本 文 的 主 要 结 论 是， 中 国 社 会 工 作 教 育 应 更 为 及 时 有 效 地 回 应 独 特 的 中 国 社 会 环 境 和 变 迁 的 社 会 需 要， 建 立 与 政 府 决 策 部 门、 正 规 社 会 福 利 服 务 机 构 和 非 政 府 组 织 之 间 的 制 度 性 伙 伴 关 系。 The revival and development of the social work education in China underwent a brilliant process and attained evident achievements in the past 20 years. In the contextual moves towards market orientation and welfare towards socialisation, the social work education faces debatable issues and dilemmas. In terms of literature review, the article clearly shows ten critical issues on the social work education development in China, briefly review their historical development, objectively describes all kinds of the debatable issues about them, comprehensively analyses the dilemmas in dealing with them and theoretically summarises the ideal category for them. The conclusion of the article is that the social work education in China must timely and effectively respond to the special environments and varying needs of Chinese society and establish the partnership with the policy-making governmental departments, official welfare organisations and NGO in Chinese society.

TOWARD AN INTERNATIONAL SOCIETY

2003 ◽  
Vol 37 (01) ◽  
pp. 29-39 ◽  
Author(s):  
BRIJ MOHAN
Keyword(s):  
Civil Society ◽  
Social Work ◽  
International Society ◽  
Social Work Education ◽  
The Past ◽  
World Citizenship ◽  
National Boundaries ◽  
Work Education

The chimeras of hope are fraught with delusions. In a post-ideological world, theories and constructs that shaped social realities in the past have undergone a metamorphosis of intent and content. The treacherous 9-11 debris, unfortunately, seems to herald the end of a civil society. However, social work education can truly universalise basic constructs of a society that transcends national boundaries toward world citizenship.

scholarly journals Innovators and Early Adopters of Distance Education in Social Work

2016 ◽  
Vol 17 (1) ◽  
pp. 113-115 ◽  
Author(s):  
Jo Ann Coe Regan
Keyword(s):  
Distance Education ◽  
Social Work ◽  
Social Work Education ◽  
Technology Innovation ◽  
Early Adopters ◽  
The Past ◽  
Evolution Of Technology ◽  
Work Education

This article highlights the innovators and early adopters of distance education in social work. The past, present and future is discussed as it relates to the evolution of technology innovation in social work education.

scholarly journals Uprooting Social Work Education

2012 ◽  
Vol 6 (1) ◽  
pp. 81-105 ◽  
Author(s):  
Jennifer Clarke ◽  
Olivia Aiello ◽  
Kelsen Chau ◽  
Zakiya Atcha ◽  
Mariam Rashidi ◽  
...  
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Reflective Dialogue ◽  
The Past ◽  
Collaborative Art ◽  
Work Education

In this article, the authors attempt to deconstruct social work education using a metaphor of a "social work tree." Through reflective dialogue and an arts-based approach, we critically examined the past, present, and future of social work education. This collaborative art project allows us to visually express the colonial roots of social work education and the transformation that is possible when its Eurocentric stronghold is uprooted. We discuss the implications for social work education and suggest ways of moving forward with an allied approach that bridges the gap between mainstream and Indigenous social work education.

scholarly journals Uprooting (Our) Whiteness

2021 ◽  
Vol 21 (2/3) ◽  
pp. 954-977
Author(s):  
William Frey ◽  
Noelia Mann ◽  
Alex Boling ◽  
Parker Jordan ◽  
Karma Lowe ◽  
...  
Keyword(s):  
Social Work ◽  
White Students ◽  
Social Work Education ◽  
Lived Experiences ◽  
White Supremacy ◽  
Social Work Students ◽  
Collective Responsibility ◽  
First Year ◽  
Msw Student ◽  
Work Education

Social work education reinforces hegemonic Whiteness through pedagogies and practices that rely on an entitlement to and harvesting of Black, Indigenous, and People of Color’s lived experiences for the purpose of its tacit audience: White students. Despite this exploitative and harmful reliance on objectified lived experiences, White students continue to lack critical understanding of their racial positionality and connections to racism. Uprooting Whiteness requires sitting with what it means for White people to be “a White problem.” Drawing on the work of Yancy, we (group co-facilitators; our dean of diversity, equity, and inclusion; and three MSW student participants) describe the creation, organization, facilitation, and experiences of the first year of the Space for Uprooting Whiteness—a biweekly space where White social work students examine and uproot their relationship to White supremacy and domination. We argue for White social workers to take collective responsibility for racism in and beyond our institutions—requiring interrogation of our everyday practices and their (inter)dependence with and on systems of domination. This paper ends with three experiential narratives from student participants in the space and implications of critical intragroup dialogic pedagogy among White students in social work education and beyond.

scholarly journals Becoming a Nursing and Social Work Student: An Interpretive Phenomenological Analysis of Interprofessional Education

2014 ◽  
Vol 4 (1) ◽  
Author(s):  
Daniel Christopher Allen ◽  
Tracey Baker ◽  
David Leonard Rootes
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Interprofessional Education ◽  
Phenomenological Analysis ◽  
Interpretive Phenomenological Analysis ◽  
First Year ◽  
The United Kingdom ◽  
Work Education ◽  
The Impact ◽  
Work Student

Background: The call for interprofessional nursing and social work education in the United Kingdom has led to the development of a singularly integrated nursing and social work degree. Although evidence exists to highlight the impact of this degree in practice, details of the experience of interprofessional nursing and social work education have not been studied in equal depth.Methods and Findings: Guided by the tenets of interpretive phenomenological analysis, six students who had recently completed the first year of a nursing and social work degree were asked to describe their experiences of interprofessional education. The dominant theme that emerged from analysis highlighted the importance of providing students with a bespoke curriculum, which could communicate their full and inclusive integration. Where this was not achieved, students explained that they could become confused by increased workloads and a sense of separatism.Conclusions: When combining nursing and social work into a single degree, pedagogic strategies must be confidently prepared to deliver a specific interprofessional nursing and social work curriculum. Above all, this curriculum must demonstrate an integrated philosophy and distinctive orientation to inclusive interprofessional education.

scholarly journals Unsung heroes

2012 ◽  
Vol 9 (2) ◽  
pp. 57-71
Author(s):  
Ian Mathews ◽  
Diane Simpson ◽  
Adrian Croft ◽  
Mary Lee ◽  
Gillian McKinna
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Degree Programme ◽  
The Past ◽  
Consistent Feature ◽  
Work Education ◽  
The University ◽  
The Way

Since the introduction of the three year degree programme in 2003, social work education has undergone a number of significant changes. The time students spend on placement has been increased to two hundred days, and the range of placement opportunities and the way in which these placements have been configured has significantly diversified. A consistent feature over the years, however, has been the presence of a Practice Educator (PE) who has guided, assessed and taught the student whilst on placement. Unsurprisingly, the role of the PE and the pivotal relationship they have with the student has been explored in the past and features in social work literature.This paper, however, concentrates on a range of other relationships which are of significance in providing support to students on placement. In particular it draws on research to discuss the role of the university contact tutor, the place of the wider team in which the student is sited, and the support offered by family, friends and others.Placements and the work undertaken by PE’s will continue to be integral to the delivery of social work education. It is, however, essential to recognise and value the often over looked role of others in providing support to students on placement.

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