Search results for ‘Subject term:"social work education"’ Sort:
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The multiculturalism debate and social work education: a response to Dorothy Van Soest
- Authors:
- ATHERTON Charles R., BOLLAND Kathleen A.
- Journal article citation:
- Journal of Social Work Education, 33(1), Winter 1997, pp.143-150.
- Publisher:
- Council on Social Work Education
In an article in the Winter 1995 issue of the Journal of Social Work Education, Dorothy Van Soest challenged social work professionals to debate competing perspectives on multiculturalism. Van Soest asserted that social work educators in the USA have failed to resolve hidden value conflicts about multiculturalism and, consequently, failed to carry out the theme in the social work curriculum. Here the authors contend that multiculturalism is the wrong construct to debate - that social work educators should be concerned instead with cultural diversity, and that Van Soest's attack on social work education is unwarranted.
A model of cultural competency in social work as seen through the lens of self-awareness
- Authors:
- FEIZE Leyla, GONZALEZ John
- Journal article citation:
- Social Work Education (The International Journal), 37(4), 2018, pp.472-489.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Providing effective cultural competency training to social work students is a social work education struggle. This qualitative study, conducted in the United States, addresses this challenge by examining social work educators’ teaching methods for cultural competency by focusing on the self as a part of culture and racism as a part of dominant culture. The findings reveal that the social work educators emphasise the role of self-awareness and cultural awareness in teaching cultural competency. However, they prefer to use multiculturalism, a 1960s ideology, to teach cultural competency and do not invest in teaching anti-racism. These findings shed light on teaching cultural competency and have practical implications in social work education. (Edited publisher abstract)
What can we learn from rethinking ‘multiculturalism’ in social work education?
- Authors:
- NADAN Yochay, BEN-ARI Adital
- Journal article citation:
- Social Work Education (The International Journal), 32(8), 2013, pp.1089-1102.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Findings from a research project are presented that examine prevalent discourses of multiculturalism in social work education within institutions of higher education in Israel. In-depth interviews were conducted with 33 social work educators, and 30 academic course outlines dealing with multicultural social work were analysed. Data analysis indicated that social work educators conceptualize ‘multiculturalism’ as containing three distinct attributes: descriptive, practical and socio-political. The authors discuss the construction of ‘multiculturalism’ as evolving in two opposite directions: from theory and from reality, and we conclude with practical implications for multicultural social work education. (Edited publisher abstract)
Incorporating multicultural learning in clinically-based education in the United States
- Author:
- KWONG Miu Ha
- Journal article citation:
- Social Work Education (The International Journal), 31(7), 2012, pp.848-865.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This study attempted to explore and clarify the ambiguity surrounding cultural concepts, broaden and deepen the current understanding of cultural competency, and operationalise its core components in multicultural education in the United States. In-depth interviews were held with 10 participants who were identified as experts from the field of social work and psychology in multicultural research, teaching, and practice. The research findings presented in this study were organised into three overarching themes: knowledge development; integrative processes; and practice evaluation. Findings revealed that many areas of multicultural learning require further exploration and operationalisation. Several extremely complicated research areas, such as the lack of quality empirical research on standardisation of the curriculum and the lack of adequate empirical outcome measurements, are explicitly indicated in this study. The lack of empirical validation and the need for systematic investigation constitute a priority for study in the field of multicultural education.
Offering social work education in an offshore context: a case study of an Australian programme delivered in Singapore
- Author:
- BRYDON Kerry
- Journal article citation:
- International Social Work, 54(5), September 2011, pp.681-699.
- Publisher:
- Sage
This article presents a case study of a social work education programme developed in Australian and delivered Singapore. It briefly reviews the history of the Singaporean BSW (Bachelor of Social Work) programme, and the social services sector in the recipient country. Based on the views of key stakeholders concerned with the delivery of social services, the article identifies a number of messages that have the potential to inform future such endeavours. In particular the article challenges the dominance of western-centred constructions of social work – suggesting that social work is indigenous in nature, and should be tailored to a specific context. Specifically, the article argues that curricula should be developed that is less monocultural in orientation, and less Australian in emphasis.
Multiracial competence in social work: recommendations for culturally attuned work with multiracial people
- Authors:
- JACKSON Kelly F., SAMUELS Gina M.
- Journal article citation:
- Social Work: A journal of the National Association of Social Workers (NASW), 56(3), July 2011, pp.235-245.
- Publisher:
- Oxford University Press
In the United States, approximately 9 million people report multiracial identities; and by 2050, as many as one in five citizens could claim a multiracial background. Despite this population growth, a review of recent literature in social work suggests a disproportionate lack of attention to issues of multiracial culture. Instead, social work practice models remain entrenched in traditional societal discourses of race and culture that often exclude or marginalise the experiences of multiracial individuals and families. This article summarises recommendations following the domains of awareness, knowledge, and skills in the National Association of Social Workers Standards for Cultural Competence in Social Work Practice to support culturally attuned social work practice with multiracial people. The article argues that a culturally attuned practice approach is consistent with the profession's ethical obligation to provide culturally relevant services to all.
Historical and theoretical development of culturally competent social work practice
- Authors:
- KOHLI Hermeet K., HUBER Ruth, FAUL Anna C.
- Journal article citation:
- Journal of Teaching in Social Work, 30(3), July 2010, pp.252-271.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
In the United States, diversity education has been the focus of attention for the Council on Social Work Education and the National Association for Social Workers. It is now required that all accredited social work institutions to have diversity content, which includes age, sex, gender, ethnicity, mental, religious and political affiliations. This article provides a review of the historical and theoretical context in which culturally competent practice has evolved in the social work profession and enables educators and practitioners to see holistic connections between the past and present. Historical review of the inclusion of diversity content is followed by definitions of culture, cultural competence, and culturally competent practice. The article then provides a synthesis of different frameworks currently being used for understanding the development of cultural competence in psychology and social work. It concludes with discussion and implications for social work education and practice.
Fostering cross-cultural learning and advocacy for social justice through an immersion experience in Puerto Rico
- Authors:
- CORDERO Antonia, RODRIGUEZ Lirio N.
- Journal article citation:
- Journal of Teaching in Social Work, 29(2), April 2009, pp.134-152.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This article describes a graduate travel study social work course which combined traditional classroom diversity methods with a cultural immersion experience in Puerto Rico. The changing demographics of the US reflected in its increasing social diversity, highlight the need for social work educators to develop culturally competent practitioners across all disciplines. The richness and complexity of cultures, diversity of self-defined individual identities and complexity of cross-cultural interactions make diversity teaching challenging but critical. In order that services can be provided in a culturally competent manner educators must prepare social work students to understand and address the causes, dynamics and consequences of oppression in the life experiences of diverse populations. The educational context and immersion course itself are described and the learning outcomes for the students considered in terms of cultural awareness, cross cultural competency learning and social justice advocacy.
Critical race theory and the cultural competence dilemma in social work education
- Authors:
- ABRAMS Laura S., MOIO Jene A.
- Journal article citation:
- Journal of Social Work Education, 45(2), Summer 2009, pp.245-261.
- Publisher:
- Council on Social Work Education
The cultural competence model has been criticised for its tendency to equalize all oppressions (such as sexuality, religion, ability, and others) under a "multicultural umbrella" unintentially promoting a colour-blind mentality that eclipses the significance of institutionalised racism. The authors argue that that critical race theory can be used to address some of the problems with the cultural competence model. The major aspects of critical race theory are defined and its benefits and limitations for social work pedagogy around race, racism and other oppressions are analysed.
Educational benefits of international experiential learning in an MSW program
- Authors:
- GILIN Barbara, YOUNG Tom
- Journal article citation:
- International Social Work, 52(1), January 2009, pp.36-47.
- Publisher:
- Sage
Providing an international study experience for MSW students in schools of social work in the USA has become more important in the context of globalization. The authors describe how a brief international study course where US students visited two cities in Italy enhanced the learning experiences of 16 MSW students along four dimensions, including cross-cultural sensitivity and professional identity development.