Postmodern critical theory and emancipatory social work practice

2016 ◽  
pp. 13-34
10.18060/1976 ◽  
2012 ◽  
Vol 13 (3) ◽  
pp. 527-540 ◽  
Author(s):  
Marcus Herz ◽  
Thomas Johansson

Social work is a multi-dimensional and contradictory field of practice, which often leads to theoretical confusion. Another tendency within social work today is the development of an evidence-based practice. This kind of social engineering, together with the theoretical confusion, might lead to the reproduction and strengthening of dominant discourses and perspectives. Pointing out the need for critical theory to transgress and resist hegemonic practices, the article aims to present ideas on how to theoretically position social work practice within a framework of critical theory. The question is how to combine an ambition to develop suitable methods and to anchor social work in a sound social-scientific context with critical theories concerning, for instance, gender, ethnicity, and class. It is suggested that a movement towards a more deconstructive and reflexive mode of thinking and practicing social work, ‘doing social work’, would enable the field to become more ethical and reflexive.


2011 ◽  
Vol 16 (1) ◽  
pp. 33-45 ◽  
Author(s):  
Shari Miller ◽  
Carolyn Tice ◽  
Diane Harnek Hall

Critical thinking lies at the core of social work practice given that decision making often is swift and occurs in a climate of uncertainty. The recent changes to the Educational Policy and Accreditation Standards developed by the Council on Social Work Education emphasize critical thinking by promoting an integrative curriculum design that distinguishes between explicit and implicit elements. This article presents critical thinking, embedded in critical theory, as a discipline-specific construct central to effective social work education and practice that links the explicit and implicit curricula. Definitions of critical thinking and their relationship to critical theory are discussed. The article argues that a critical theory framework can be applied to social work education via service learning to enhance critical thinking skills among undergraduates.


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