scholarly journals Teaching letters

2012 ◽  
Vol 6 (2) ◽  
pp. 61-74
Author(s):  
Lesley Cooper
Keyword(s):  
Social Work ◽  
Conceptual Framework ◽  
Teaching And Learning ◽  
18Th Century ◽  
Social Planning ◽  
Approach To Teaching ◽  
Teaching Letters ◽  
Work Education ◽  
Work Student ◽  
Australian Universities

This article presents a hypothetical series of letters from an anonymous social work student at Flinders University describing their learning. The student is writing to Charles–Louis de Sécondat, Baron de la Br ède et de Montesquieu, in keeping with the Baron’s famous, anonymously published Lettres persanes (Persian Letters). The student’s letters highlight the progress of education in general and social work education in particular from the 18th Century to the present time. They illustrate the author’s approach to teaching and learning, and some of her strategies for effectively teaching social planning and social work ethics.Montesquieu wrote his Lettres persanes in 1721 as a vehicle for commenting on life and culture in contemporary France. This paper presents a series of hypothetical letters to Montesquieu from a social work student at Flinders University describing her learning. These letters were presented at the Australian Universities Teaching Committee National Teaching Forum in 2002 to convey the educator’s approach to teaching. While the letters conclude with a peroration in which the educator outlines the conceptual framework underlying her teaching, the article concludes with a reply from ‘Montesquieu’ on the letters and the student’s response.

scholarly journals Editorial

2021 ◽  
Vol 57 (3) ◽  
Author(s):  
Sulina Green
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Course Design ◽  
Work Practice ◽  
Social Work Practice ◽  
E Learning ◽  
Curriculum Renewal ◽  
Work Education

The articles in this issue of Social Work/Maatskaplike Werk cover topics related to the innovative utilisation of approaches and methodologies for teaching and learning in social work education and for intervention in social work practice. The first two articles examine the incorporation of technology-enhanced teaching and learning in social work education in the digital era. The first article provides insights into the emerging developments of the Fourth Industrial Revolution, especially for curriculum renewal to prepare prospective practitioners to operate in both online and offline environments. The second article describes how an authentic e-learning framework can provide a pedagogically improved method of course design for groupwork education.

scholarly journals Social Work Education in Pakistan: Issues and Future Opportunities

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Nasreen Aslam Shah
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Community Organizing ◽  
Teaching And Learning ◽  
Academic Discipline ◽  
Basic Knowledge ◽  
Welfare Programs ◽  
Social Welfare Programs ◽  
Work Education

Social work is a professional and academic discipline that committed to improve the quality and prosperity of individuals, groups, and communities through scientific knowledge, policy, community organizing, direct practice and teaching. Pakistan is very fortunate to have a good start of professional Social Work; the first social work training began in the year 1953. Social work education in universities started in 1954 and its aim is to provide trained social workers equipped with the basic knowledge and skills to assist government and private agencies in the development and implementation of social welfare programs. This study presents an overview of the brief history, current issues and future opportunities of social work education in Pakistan. This study emphasizes some of the significant issues that cause concern, such as the social work education and practice appropriate for Pakistan society, teaching and learning, fieldwork and supervision, certification and licensing for social workers. It’s important to talk about some issues of concern and the direction in which a strong and sound social work education can be developed.

Faith, Resilience and Practice: The Relationship as the Medium for Connected Teaching

2021 ◽  
Vol 48 (1) ◽  
pp. 106-110
Author(s):  
Shelita Lynn Jackson
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Teaching And Learning ◽  
Ample Opportunity ◽  
Faith Integration ◽  
Work Education ◽  
The Relationship

The intersection of social work and Christianity presents ample opportunity for relational teaching and learning. The author explores the relationship as the prime medium for faith integration, motivator for fostering resilience in self and others, and the source for authentic connection in social work education and practice.

Pray, Kenneth

2013 ◽  
Author(s):  
Larraine M. Edwards
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Prison Reform ◽  
Social Planning ◽  
The Public ◽  
Public Charities ◽  
School Of Social Work ◽  
Work Education ◽  
The University

Kenneth Pray (1882–1948), a leader in social work education, worked for the Public Charities Association and was interested in prison reform. He also served as director of social planning and administration at the University of Pennsylvania's School of Social Work.

scholarly journals Applying the U.S. Model of Social Work Education Curriculum to Libyan Education

2021 ◽  
pp. 1-9
Author(s):  
Zeinab Abulhul
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Services ◽  
Social Work Education ◽  
Teaching And Learning ◽  
Social Problems ◽  
The United States ◽  
Education Curriculum ◽  
Social Work Programs ◽  
Work Education

The Libyan government urgently needs a professional social workers’ mission to help decrease social problems that have emerged and been aggravated due to civil war and political conflicts. However, the present social work community in Libya cannot mitigate social problems or simplify social services effectively to meet people’s needs. Thus, teaching and learning methodologies need to be developed inside and outside educational institutions so that the challenges presently facing Libyan society can be overcome. The purpose of this paper is to suggest adopting an American social work curriculum experience in Libyan social work education according to Libyan ideology. The researcher depicts nine social work competencies (e.g., knowledge, professional values, skills, and professional processes and practices), as well as a set of behaviors that reflect social workers’ competencies that relate to the social work curriculum applied in colleges in the United States. The author’s goal is to encourage Libyan social work professionals to take advantage of this knowledge and these experiences to develop the Libyan social work education curriculum. This could ensure that graduates of social work programs are qualified to help people deal with social problems when they enter the workforce.

scholarly journals Coevolving through Disrupted Discussions on Critical Thinking, Human Rights and Empathy

2014 ◽  
pp. 1433-1444
Author(s):  
Susie Costello
Keyword(s):  
Social Work ◽  
Teaching And Learning ◽  
International Social Work Education ◽  
Constructive Learning ◽  
Safe Environment ◽  
Educational Processes ◽  
Cultural Exchanges ◽  
Teachers And Students ◽  
Work Education ◽  
International Social

This chapter considers how teaching and learning cross culturally inevitably disrupts, or interrupts and disturbs teachers’ and students’ assumptions. Such educational confrontation can produce mind-opening opportunities or mind-numbing fear that can preclude learning. The teacher’s challenge is to find a balance between harnessing disruption as an impetus for learning and creating a safe environment for constructive learning exchanges. Six stories illustrate some of the frustration, confusion, and insight that can arise from mis-interpretation, acontextual teaching, and pedagogical assumptions. The author discusses personal and pedagogical discoveries that emerged during an international social work education program with refugee teachers, health, and community workers from Burma living in exile on the Thailand Burma border (the border). Tensions between East and Western philosophies and methods of teaching called for processes to indigenize the Australian model of social work to the local cultures. The resulting exchanges of knowledge laid the ground for knowledge and cultural exchanges in interactive, unexpected educational processes.

scholarly journals Globalisation and social work education in the Republic of Ireland: Towards informed transnational social work for transnational problems such as COVID-19

2020 ◽  
Vol 63 (4) ◽  
pp. 524-537
Author(s):  
Susan Flynn
Keyword(s):  
Social Work ◽  
Conceptual Framework ◽  
Social Work Education ◽  
Social Problems ◽  
Global Awareness ◽  
Republic Of Ireland ◽  
The Republic ◽  
Work Education

Critically informed commentary is employed to examine globalisation and social work education in the Republic of Ireland. This is extended in analysis by a tripartite conceptual framework. The emphasis is on preparing practitioners for transnational practice, in response to global social interdependencies and transnational social problems such as the COVID-19 pandemic. The concern is that social work education risks being outpaced by changes imposed through intensifying globalisation. The article is timely and opportune as advances towards universalism and global interconnectedness in social work are underway. To date, the need to promote better global awareness, within Irish social work curricula, remains.

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