Search results for ‘Subject term:"social work education"’ Sort:
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Space for cultural and spiritual experiences in social work education and clinical training
- Author:
- NAGAI Chikako
- Journal article citation:
- Journal of Teaching in Social Work, 30(4), October 2010, pp.435-449.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Academia often progresses more slowly than social changes. In particular, it has failed to respond to a new cultural and spiritual experience emerging in current society. This article suggests that teaching practices in social work need to create a space for European American culture and spirituality in order to recognise them as equivalent alongside other cultural and spiritual groups who are often specialised in education in order to reduce the perceived gap between European and non-European Americans. By providing space for European American culture and spirituality in social work education, among many others, inter-subjective interactions become possible. The article, while recognising the increasing needs of multicultural and multi-spiritual heritage populations, re-examines cultural and spiritual competencies, focusing on relational issues that are not currently emphasised strongly enough.
Guatemala’s current and future globalization: social work's continuing education role
- Author:
- VILLEREAL Gary L.
- Journal article citation:
- International Social Work, 50(1), January 2007, pp.41-51.
- Publisher:
- Sage
Globalization is affecting Guatemala and tensions are evident between efforts to modernize relative to the traditional lifestyle. The marginalization of rural indigenous people is presented and seven specific initiatives are recommended for social work education.
Bridging professional and cultural values and norms: a study of Asian American social work students
- Author:
- CHUNG Irene
- Journal article citation:
- Journal of Teaching in Social Work, 26(1/2), 2006, pp.93-110.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This paper discusses the findings of a study that explores the difficulties experienced by a small purposive sample of Asian American social work students in their professional training due to differences between their cultural norms and values and those of the social work profession. A series of tutorial sessions were used as a forum for student inquiry and learning. A common issue reported by the students was their perception of their cultural differences as deficits in their professional training. The social work skills of reframing and clarification were used by the author to validate the students' cultural strengths and create culturally relevant meanings to practice concepts and skills. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
Social work education’s cultural hegemony
- Authors:
- ASKELAND Gurid Aga, PAYNE Malcolm
- Journal article citation:
- International Social Work, 49(6), November 2006, pp.731-743.
- Publisher:
- Sage
This article focuses on how forces of globalization may allow powerful cultures to dominate the less powerful through social work education, deepening economic difference and dependency. Diverse, local cultures and languages may be lost in internationalized social work education. It is argued that social work educational structures must combat cultural hegemony, allowing cultural translation of materials from dominant cultures and languages.
Transfer of learning across nation states:developing culturally sensitive methods of social work education
- Authors:
- HORWATH Jan, SHARDLOW Steven M.
- Journal article citation:
- European Journal of Social Work, 4(1), March 2001, pp.29-38.
- Publisher:
- Taylor and Francis
Sharing of ideas about good practice and values in social work education and practice across Europe is a fast developing process. As the emergent post-communist states of Eastern and Central Europe, have developed new economic systems, participatory politics and new social infrastructures, they have sought the advice of Western states on the development of social work practice and education. This paper considers key issues involved in the transfer of ideas from West to East for both partners. The focus is on the development of social work education, and draws on experiences of collaboration with colleagues in Ukraine. Consideration is given to collaboration and detailed exploration of aspects of teaching and learning across cultures as a contribution to the development of social quality. This paper is relevant not only to the transfer of teaching across different national boundaries, but there are also messages for social work educators within nation states, who provide social work education to culturally diverse populations.
Living in another man's house: supporting Aboriginal learners in social work education
- Author:
- BRUYERE Gord
- Journal article citation:
- Canadian Social Work Review, 15(2), Summer 1998, pp.169-176.
- Publisher:
- Canadian Association for Social Work Education
The observations and experiences of the author reflect some of the difficulties that Aboriginal learners face after they have chosen to pursue social work education in mainstream post-secondary institutions.
The indigenisation of social work practice and education in Africa: the dilemma of theory and method
- Author:
- OSEI-HWEDIE K.
- Journal article citation:
- Social Work Maatskaplike Werk, 32(3), August 1996, pp.215-225.
Argues that despite the noble formulation and orientation, the path to indigenisation of social work practice is not smooth. There are theoretical and methodological problems that need attention. This paper discusses some of the theoretical, conceptual and methodological issues, and raises some questions related to the indigenisation of social work education and practice.
Revival of social work education in China
- Author:
- NGAI Ngan-pun
- Journal article citation:
- International Social Work, 39(3), July 1996, pp.289-300.
- Publisher:
- Sage
Social work education in China is resuming after more than three decades of suspension. Recent social change and rising social problems have led to the demand for a wide variety of services, for social workers with professional qualities, and by extension, for social work education. Argues that the development of social work education needs to match China's socialist political structure and cultural legacy. There are numerous challenges that require concerted domestic effort as well as genuine support from the international social work community; Nevertheless, the further flourishing of social work education must be able to face practical realities and provide substantial solutions to the rising social problems in the country.
Teaching cultural diversity and oppression: preparation for risk; the Coverdale Model
- Authors:
- PLIONIS Elizabeth M., LEWIS Henry J.
- Journal article citation:
- Journal of Teaching in Social Work, 12(1/2), 1995, pp.175-192.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The paradox of courses on cultural diversity and oppression is that they produce positive and negative consequences. This paper reviews the recent literature to examine efforts to use teaching/class settings as a vehicle for educating students and modifying their behavioural attitudes regarding cross-cultural content. As an alternative to didactic or clinical approaches, the paper offers a format (Coverdale) which manages the risks inherent in such a course. Borrowed from management consulting, Coverdale provides a skill based, experiential format which allows a class to work in teams in order to come to grips with their own diversity. Realistic in what it can offer, the application of Coverdale concepts to the course offers practical skills to social work students who must often work cooperatively with diverse others at the individual, group and community level. Students taking this course evaluated it positively.
The embodiment of “English-only” in social work education and practice in the United States
- Author:
- BELLIVEAU Michele
- Journal article citation:
- Australian Social Work, 74(2), 2021, pp.210-221.
- Publisher:
- Taylor and Francis
Despite a strong commitment to strengths-based language and cultural diversity, social work education and practice in the United States (U.S.) continues to embody a monolingual, assimilationist assumption. This article examines the embodiment of “English-only” in U.S. social work education and practice through a review of professional journal articles and professional standards. While the context is primarily the U.S., this article is likely to be of relevance to other international contexts where English is the dominant language of social work practice. It recommends that social work programs develop language practices at the micro, mezzo, and macro levels of their curriculum that embody a multilingual ideology consistent with a profession that espouses cultural humility. (Edited publisher abstract)