scholarly journals ‘I Respect You but I Am Not Willing to Be You’: Critical Reflections of Western Teaching of Social Work to Students in China—What Can be Learned Both Ways?

2019 ◽  
Vol 8 (10) ◽  
pp. 272
Author(s):  
Gallagher ◽  
Yang ◽  
Liang

Staff from a Western University annually travel to China to teach social work students at a Chinese University, providing a rich opportunity to share ideas and knowledge about values and practices in social work. One common point of tension that arises each year is how to teach critical reflection whilst considering differences between Eastern and Western ways of knowing and doing. This article is based on email conversations between one Australian lecturer and one Chinese student, containing their discussions on not just critical reflection but also of various key social work topics in China such as social worker’s salary, social work as a profession and using empathy. The student questioned social work in an authentic and practical manner; while the lecturer responded with examples and reflections as a role model of critical reflective thinking and practice in the Chinese context. While such letters of exchange only reflect the particular points of view of the lecturer and the student, much can still be learned about current issues and debates in both countries. The insights given raise many questions about the implications and benefits for sensitively teaching social work across East/West contexts whilst trying to develop anti-colonial social work educational approaches.

2018 ◽  
Vol 15 (2) ◽  
pp. 38-55
Author(s):  
Hilary Lawson

This article offers advice to practice educators about the teaching of reflective and critically reflective practice to social work students on placement. It explains what is meant by critical reflection, it offers different tools and ways of teaching critical reflection to students, and it  also strives to problematise the teaching of critical reflection- the meaning of which is itself contested and evolving- and to emphasise the need to subject all teaching  tools to theoretical scrutiny and awareness of socially constructed context and assumptions.  A critically reflective practice educator will interrogate the knowledge underpinning the skills and encourage the student to do the same. The article argues that students have different capacity to be reflective. It explores why many students find it difficult, and suggests that effective critical reflection develops only with time and experience.


2004 ◽  
Vol 38 (01n02) ◽  
pp. 93-108
Author(s):  
CHING-MAN LAM ◽  
HUNG WONG ◽  
TSE-FONG TERRY LEUNG

The impacts of Severe Acute Respiratory Syndrome (SARS) on the social work students were examined using a combined quantitative and qualitative method. A survey was conducted with 114 social work undergraduate students at The Chinese University of Hong Kong to assess their perception of the impacts of SARS on them at personal and professional level. Four focus groups had been conducted to examine the social work students' interpretation and their reflection of their experience. Results show that the SARS crisis has positive impacts on social work students. The findings indicate that students with direct exposure to SARS perceived themselves as becoming more appreciative in attitude and have greater involvement and devotion to the social work profession. Moreover, the result shows that three variables — recognition of risk, commitment and devotion, and professional reflection are positively correlated. The findings articulate the relationship between experience (risk), profession reflection and meaning generation (commitment and devotion). The findings of this study provide us with insights to rethink on our social work education.


2012 ◽  
Vol 7 (2) ◽  
pp. 6-24
Author(s):  
Debbie Amas

This paper introduces a creative therapeutic technique used in Projective Play Therapy called sand play therapy that I evolved in my work with students on placement to help them reflect on practice. In this paper I describe my experience of facilitating a sand tray exercise I devised as part of a group seminar programme for BA Social Work students to help them both explore their practice in placement and examine Learning Outcomes linked with knowledge from their module learning. Finally I discuss the evaluation undertaken with participating students about the usefulness of the exercise as an intuitive reflective tool.


2013 ◽  
Vol 8 (1) ◽  
pp. 112-130
Author(s):  
Vyda Mamley Hervie

Social work students are trained to develop and maintain a professional sense of integrity, particularly when working in environments beyond their control. Using critical reflection as an example, students are encouraged to pause and reflect during practice encounters, which entails a reassessment of the situation. The aim is to help transform taken for granted ways of thinking and doing things into best practices. In this sense, students are provided with perspectives on theoretical frameworks and encouraged to appreciate the essence of maximizing practice through a culture of learning and reflection. Through the approach of critical reflection, students are also encouraged to understand how power functions in society, especially through ways in which an individual attempts to maintain unequal social relations. Critical reflection therefore helps students to fill knowledge gaps on how to discover and address inequalities in practice situations.


2017 ◽  
Vol 61 (6) ◽  
pp. 1083-1094 ◽  
Author(s):  
Peter Jones ◽  
Simone Rowe ◽  
Debra Miles

As critical discussions on the internationalisation of social work continue, the importance of preparing social work students undertaking international study is increasingly recognised. This article describes the preparation process developed for a group of Australian students undertaking international study experiences in Asia. In particular, the content of an online ‘Intercultural Learning Module’ is discussed, highlighting a process that moves beyond notions of cultural competence towards a critical appreciation of cultural diversity, imperialism, racism and privilege. Critical reflection on self and culture to develop intercultural practice skills is discussed and student reflections on the value and impact of these materials presented.


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