Critical Pedagogy and a Rural Social Work Practicum in China

Somatechnics ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 73-94
Author(s):  
Kristin Smith ◽  
Donna Jeffery ◽  
Kim Collins

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.


1970 ◽  
Vol 51 (3) ◽  
pp. 167-169
Author(s):  
Leon H. Ginsberg

Author(s):  
Margaret Alston

This article examines the role of social workers in rural and remote areas of Australia. The uniqueness of Australia’s landscape, its vast distances, and sparse population base, create unique issues relating to service delivery in general and social work in particular. High levels of poverty, poorer health, lower socio-economic status, and an aging population base typify Australia’s remote areas. Despite these factors, inland regions of the country are subject to economic rationalist policies that make service access problematic. It is in these regions that rural and remote social workers practice. The article outlines the personal, practical, and professional challenges facing social workers and notes the unique opportunities available to workers who choose to live and work in these regions.


Author(s):  
H. Stephen Cooper ◽  
Freddie L. Avant

Rural social work, the history of which stretches back more than a century, has been revitalized since the mid-1970s. The renewed interest in rural social work has led to an increase in scholarship on rural social work practice, much of which is a direct result of the efforts of the Rural Social Work Caucus and its annual National Institute on Social Work and Human Services in Rural Areas. Recent research endeavors have moved our understanding of the differences between rural and urban communities beyond the common definitions, which are limited to population and population density. We have also come to realize that there are many different types of rural communities, all of which have different characteristics, needs, etc. Specifically, the concept of rural is not monolithic. Rural practitioners and researchers have also reached a better understanding of the following: rural culture and lifestyles, the importance of approaching rural communities from a strengths perspective rather than a deficit or problem focus, and the challenges to rural practice presented by the characteristics that are common across rural communities (e.g., lack of anonymity, dual relationships). Not surprisingly, the increase in research on rural social work practice has been accompanied by an interest in preparing social workers for rural practice and growth in the number of graduate programs focused on such. The importance of these programs lies in the unique nature of the challenges faced by rural communities. For example, many rural communities are experiencing sharp population declines while at the same time seeing substantial increases in adults who are 65 years of age and older. Other common trends include: economic decline and subsequent increase in social issues; substantial issues with substance abuse, especially methamphetamine and opioids; lack of technology infrastructure; concerns related to the environment and/or conversation of natural resources; and lack of services for veterans. The key to successfully addressing these issues in rural communities is involvement from social workers who are prepared to practice in the rural context.


1986 ◽  
Vol 67 (8) ◽  
pp. 466-474 ◽  
Author(s):  
Gretchen H. Waltman

The unique aspects of rural social work practice are discussed, with emphasis on the relationship between rural values and primary social work methods and skills. Suggestions for meeting the professional development needs of rural social workers are presented.


1982 ◽  
Vol 63 (9) ◽  
pp. 573-574
Author(s):  
Leon H. Ginsberg

2006 ◽  
Vol 11 (2) ◽  
pp. 51-60 ◽  
Author(s):  
Nancy L. Sidell

This article describes the experience of one rural social work program's experience in developing and teaching an online elective gerontology course. The junior-level course, originally developed as part of an interdisciplinary minor in gerontology in 2000, was taught twice in the traditional classroom. In an effort to increase interest and enrollment, it was developed into an online learning format. It is now offered annually and boasts substantial enrollment increases. This article describes online, explicates the the experience from having offered the course twice course content, and evaluates the course from both the student and the instructor's experience.


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