scholarly journals Human geography and questions for social work education

2012 ◽  
Vol 7 (2) ◽  
pp. 55-68
Author(s):  
Pat Wilkinson ◽  
Gavin Bissell
Keyword(s):  
Social Work ◽  
Social Responsibility ◽  
Social Work Education ◽  
Physical Environment ◽  
Social Work Students ◽  
Human Geography ◽  
Health Training ◽  
Social Work Training ◽  
Work Training ◽  
Work Education

Despite a sometimes implied lead, in the social work literature, of social work training over health training in the area of values, since the decline of community social work in the 1980s health training has developed a focus upon the physical environment which seems set to leave social work education trailing behind in the area. This paper therefore explores inter - professional overlap in the area of human geography, and in particular its relation to professional identity and the core social work value of social responsibility. Finally, it outlines ways of raising awareness of the physical environment among social work students, and in doing so seeks to break free of the placement/learning environment dichotomy and link social responsibility to the campus experience itself.

Armaity S. Desai, 1992

2017 ◽  
Author(s):  
Gurid Aga Askeland ◽  
Malcolm Payne
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
International Association ◽  
International Social Work ◽  
Leadership Roles ◽  
Indigenous Literature ◽  
Social Work Training ◽  
Standing Up ◽  
Work Education ◽  
International Social

This chapter contains a brief biography and transcript of an interview with Armaity S. Desai, a leader in Indian social work education, who was awarded the Katherine Kendall Award of the International Association of Schools of Social Work in 1992, for her contribution to international social work education. After social work training and practice experience in India and the USA, she held leadership roles at the Nirmala Niketan College of Social Work, the Tata Institute of Social Sciences and the Indian University Grants Commission. Areas of social work important in her career included adoption, practice education, integrated practice in social work, using a range of modalities, using social work ideas to inform leadership roles and social development. She saw international social work as giving breadth of perspective, and saw lack of funding and indigenous literature as obstacles to development in social work education. Activism, standing up against the state, is seen as important in social work.

Katherine A. Kendall (1910-2010): a brief biography

2017 ◽  
Author(s):  
Gurid Aga Askeland ◽  
Malcolm Payne
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Development Project ◽  
International Social Work ◽  
Leadership Roles ◽  
Social Work Training ◽  
Us Government ◽  
Executive Secretary ◽  
Work Education ◽  
International Social

Katherine Kendall was an important executive, fulfilling leadership roles in the International Association of Schools of Social Work (IASSW) for nearly 60 years. She experienced migration to the USA, the disruption of war, family disability and her own disability in her early life. As a young woman, she travelled in Europe with her husband in the 1930s, taking up social work training on their return. During World War II, she took up US government international liaison posts. Later, she researched international social work education for the United Nations, contributing to her PhD. Taking up executive posts in the US Council on Social Work Education, she became honorary, then executive secretary of IASSW, fulfilling consultancies and international visits, particularly in Latin America. She led a significant international social development project on family planning, and completed publications on issues in social work education and international social work, including historical overviews and biographical tributes to leaders in these fields, drawing on her experience.

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>

Critical Questions on Critical Social Work: Students’ Perspectives

2019 ◽  
Vol 49 (8) ◽  
pp. 2130-2147 ◽  
Author(s):  
Adi Barak
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Research Study ◽  
Social Work Students ◽  
Phenomenological Approach ◽  
Critical Questions ◽  
Critical Social Work ◽  
A Priority ◽  
Work Education ◽  
Critical Social

Abstract This research study explored the perspectives of social work students (n = 118) in the final semester of their studies regarding the implementation of critical social work in their future practices. Using performance ethnographies to collect data, students were asked to share their perspectives about implementing critical social work both in individual interventions and as a way to change the practice of mainstream social work organisations. Research ethnographies were analysed using a descriptive phenomenological approach, in an attempt to describe the shared essential experience of participants. Results demonstrated that students are influenced by several lines of thinking that come into direct conflict with one another: (i) they feel that critical social work is essential for individual interventions while also feeling that critical social work is not a priority for individual interventions and (ii) they feel that critical social work should and could change mainstream social work organisations while also feeling that critical social work should not and could not change mainstream social work organisations. These results contribute to a better understanding of the barriers in implementing critical social work, as well as the dilemmas and questions that should be addressed in social work education. Implications for social work education are outlined.

scholarly journals Applying anti-oppressive approach to social work practice in Africa: reflections of Nigerian BSW students

2020 ◽  
Vol 2 (3) ◽  
pp. 197-213 ◽  
Author(s):  
Solomon Amadasun ◽  
Tracy Beauty Evbayiro Omorogiuwa
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Structured Interviews ◽  
Content Type ◽  
Social Work Educators ◽  
Work Education ◽  
Practical Implications

Purpose As the next generation of social workers in a continent bedecked by oppressive customs, it is cardinal that the voices of social work students be heard. This study aims to share the reflections of Nigerian BSW students about anti-oppressive approach to professional practice. Design/methodology/approach Drawing on a qualitative approach, semi-structured interviews were conducted among fourth-year social work students at one of the elite universities in the southern region of Nigeria. Findings Results reveal that, although willing to challenge oppressive practices, social work students are ill-equipped to apply anti-oppressive approach to social work practice in Nigeria. Research limitations/implications This study makes an important contribution to the field and to the existing literature because the findings have broader implications for social work education in Nigeria. Practical implications In enforcing the suggestions of this study, it is expected that social work education will become able to produce competently trained students who are only knowledgeable about anti-oppressive social work but are equally prepared to address Nigeria’s myriad oppressive practices that have long undermined the nation’s quest for social development. Social implications The application of the anti-oppressive approach to social work practice is integral to ridding society of all forms of overt social injustice and other forms of latent oppressive policies. Originality/value Suggestions are offered to Nigerian social work educators toward ensuring that students are not only well equipped in the understanding of anti-oppressive social work but also ready to apply this model to professional social work practice following their graduation.

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