The development of social work educational leadership in the international context

Author(s):  
Karen Lyons

This chapter presents material about the international context within which social work has developed. Social work is a global profession but one which shows considerable variation in its history, education and practices between countries, posing particular challenges for transnational social workers. The chapter questions the extent to which the global definition and international ethical code and education standards are widely understood or applied, weakening their possible utility for transnational social workers. The chapter goes on to acknowledge that many social problems are international in nature and that social workers would recognise the issues and client groups common across national borders. However, the way that services are organised and the expected responses of social workers show significant variations between countries, with implications for local practices. Finally, the chapter identifies some of the commonly reported strengths of transnational social workers but argues that these are often undervalued due to their positioning as incomers to a system and, therefore, as learners.


Author(s):  
Nicole Edwards ◽  
Julie King ◽  
Sabine Pfeffer ◽  
Esha Lovric ◽  
Hanna Watling

1993 ◽  
Vol 3 (1) ◽  
pp. 9-20 ◽  
Author(s):  
David H. Reilly

The worldwide condition of education is not well according to many observers of the international scene. In many countries, including the United States, continuing reform and change of education is a way of life. A new vision of leadership is necessary if educators are to achieve results that are considered successful by most societies. This paper addresses two levels of educational leadership within the context of an international mission for education.


2016 ◽  
Vol 60 (1) ◽  
pp. 74-83 ◽  
Author(s):  
Yochay Nadan

Cultural competence is today a prominent concept and aspiration in all aspects of international social work. In this article, I argue that the common understanding of ‘cultural competence’ from the so-called essentialist perspective is inadequate, and even risky, when working in an international context. Drawing on examples, I suggest that a more constructive and reflective view of cultural competence be adopted in order to meet the challenges of international social work in the contemporary world, and to better equip ourselves as ethical and anti-oppressive practitioners and educators.


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