scholarly journals Analyzing the Integration of Human Rights into Social Work Education

2015 ◽  
Vol 3 (2) ◽  
pp. 100
Author(s):  
Paulette Andrea Henry
Keyword(s):  
Human Rights ◽  
Social Work ◽  
Social Work Education ◽  
Academic Discipline ◽  
Social Work Students ◽  
Collective Responsibility ◽  
Clear Understanding ◽  
Human Beings ◽  
Work Education ◽  
The University

<p>The understanding of human rights are important to social work education and practice especially since the global definition of social work highlights the dual role of social work as a practice based profession and academic discipline emphasizing the principles of social justice, human rights, collective responsibility and respect for diversity. Concomitantly, social work education must ensure that students know and understand human rights laws especially since human rights are inherent to all human beings and are often expressed and guaranteed by international law which Governments are expected to uphold. Social workers have a commitment as duty bearers in supporting governments in the upholding of those agreements pertinent to the wellbeing of the people. Using the University of Guyana as a frame of reference this paper examined students’ knowledge on international agreements prior to leaving the University since these laws not only speak to nation states but to universal practices and many social work issues transcend borders. This paper utilized a mixed method approach to ascertain students’ awareness of international human rights laws and their perceptions on the applicability to practice. The findings show that there is limited knowledge amongst social work students on human rights covenants and conventions. This assessment is instructive to social work educators locally and internationally pointing to the need for integration into the curricula. It is imperative that generalist practitioners leave the University with a clear understanding of these laws as many practice issues are transnational. There will be the need for international social work to be a taught course for undergraduates training to become generalist practitioners.</p>

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 A Mentor’s PATH: Evaluating how service users can be involved as mentors for social work students on observational practice placements

2015 ◽  
Vol 17 (3) ◽  
pp. 46-60 ◽  
Author(s):  
Jill MacSporran
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Service User ◽  
Planning Process ◽  
User Involvement ◽  
Social Work Students ◽  
Support Staff ◽  
Service Users ◽  
Work Education ◽  
The University

This paper will explore the experience of service user involvement in social work education, examining the challenges of involving ‘seldom heard’ service user voices. Over a six month period, a group of four people with learning disabilities were supported and enabled to take on an assessment role as Mentors for four first year BA(Hons) Social Work students at the University of the West of Scotland. The article will focus on an evaluation of this pilot project and will outline the partnership work between the university and placement agency in planning, preparing, and supporting the mentors to carry out their role in supporting students on placement and assessing their communication skills, value base and readiness to practise. Central to the planning process was the use of PATH – a person centred planning tool. The evaluation will detail the crucial role played by the support staff in the placement agency, without whom this project would not have been possible.The evaluation was carried out using a mixed methods approach and embraced the principles and values of participatory action research. The evaluation provides insight into the experiences of the mentors, the students and support staff, and demonstrates that with the right support in place, and with commitment to thorough planning and preparation, seldom heard service users can be meaningfully involved in social work education.

scholarly journals Barefoot Tutors? Navigating the Barriers between student, university and field in social work education

2012 ◽  
Vol 9 (1) ◽  
pp. 5-19
Author(s):  
Gary Clapton ◽  
Ruth Forbes
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Social Work Students ◽  
Pilot Project ◽  
Theory And Practice ◽  
Student Integration ◽  
University Of Edinburgh ◽  
Integration Of Learning ◽  
Work Education ◽  
The University

Bridging the gap between theory and practice has long been a challenge for social work students. Facilitating this process has also taxed practice teachers and academic tutors. In 2004, the University of Edinburgh, in partnership with Glasgow Caledonian University undertook a pilot project testing and researching a change in the traditional tutor role with a view to enhancing students’ integration of learning during the practicum. This paper outlines the background to and the activity and findings of the project. Then, drawing upon a discussion of the interface between psychodynamic theories and theories of education, we explore some ideas that have begun to emerge that have the possibility of enhancing the tutor role in student integration of learning.

scholarly journals A Social Work Education Grounded in Human Rights

2021 ◽  
Author(s):  
Lanelle E. Quzack ◽  
Grace Picard ◽  
Stacie M. Metz ◽  
Christina M. Chiarelli-Helminiak
Keyword(s):  
Human Rights ◽  
Social Work ◽  
Social Work Education ◽  
Work Education

A Qualitative Study of Marginalised Social Work Students' Views of Social Work Education and Learning

2013 ◽  
Vol 44 (7) ◽  
pp. 1934-1949 ◽  
Author(s):  
C. Bernard ◽  
A. Fairtlough ◽  
J. Fletcher ◽  
A. Ahmet
Keyword(s):  
Social Work ◽  
Qualitative Study ◽  
Social Work Education ◽  
Social Work Students ◽  
Work Education
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