scholarly journals The History of Social Work Education in Turkey

2021 ◽  
Author(s):  
Sami KALAYCI
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
History Of ◽  
Education In Turkey ◽  
Work Education ◽  
History Of Social Work

The Feminist Perspective and Social Work Education

2010 ◽  
Vol 15 (1) ◽  
pp. 1-13
Author(s):  
Isabel Rose ◽  
Daria Hanssen
Keyword(s):  
Social Work ◽  
Pilot Study ◽  
Social Work Education ◽  
Feminist Perspective ◽  
Student Responses ◽  
Social Work Educators ◽  
History Of ◽  
Work Education ◽  
History Of Social Work

Although the feminist perspective has been significant throughout the history of social work, its presence in the contemporary profession seems less prominent. This qualitative pilot study explores the views of social work educators (N=56) on the role of the feminist perspective in social work education and their experience with student responses regarding the tenets of feminism as applied to social work education and practice. Although a majority of respondents expressed support for integrating feminism into the curriculum, some sought guidance on the presentation of the feminist perspective in social work education and practice. In addition, an analysis of social work scholarly periodicals for feminist topics and perspectives revealed an apparent fading of feminism in the literature.

Professionalization of social work in colonial India: Glancing at the history of social work in India before 1936

2021 ◽  
pp. 002087282110489
Author(s):  
Abhijeet Mishra
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Work Practice ◽  
Social Work Practice ◽  
Colonial India ◽  
Education In India ◽  
History Of ◽  
Work Education ◽  
History Of Social Work ◽  
Work Knowledge

This article discusses a brief history of ‘modern’ social work in India before 1936. I present how abstract conceptions of scientifically informed and organized social work practice were brewing in colonial India, along with attempts to assemble or organize it. I use these accounts to further present certain nuances on the modalities of imported social work knowledge that dominated social work education in India after 1936.

scholarly journals #NotDomestication #NotIndigenisation: Decoloniality in Social Work Education

2018 ◽  
Vol 30 (1) ◽  
Author(s):  
Linda Harms Smith ◽  
Motlalepule Nathane
Keyword(s):  
South Africa ◽  
Social Work ◽  
South African ◽  
Social Work Education ◽  
History Of ◽  
Post Colonialism ◽  
Work Education ◽  
History Of Social Work ◽  
Work Knowledge

This article argues that South African social work education, situated in Western modernism and broadly within the ideological project of colonialism and racist capitalism, should move from knowledge and discourses which are domesticating and oppressive, and do essential decolonising work. It explores colonialism and post-colonialism and the politics of social work knowledge, it describes the processes of the #RhodesMustFall and #FeesMustFall movements, and then it describes the work of decolonisation. In order to move from coloniality and domestication, which means neither indigenisation nor Africanisation, social work education must 1) reclaim and repossess truths and narratives about the history of social work in South Africa, 2) explore ideology underlying its knowledge and discourses, 3) facilitate critical conscientisation and cultivate a critical and anti-colonial approach, and 4) include anti-colonial theorists in the curriculum. It provides two examples of courses which facilitate such a process.

scholarly journals Social Work Education in Ethiopia: Past, Present and Future

2019 ◽  
Vol 6 (1) ◽  
pp. 1 ◽  
Author(s):  
Wassie Kebede
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Online Survey ◽  
Study Data ◽  
Current Status ◽  
Social Work Educators ◽  
History Of ◽  
Work Education ◽  
History Of Social Work

The study presents the history and current status of social work education in Ethiopia. Five heads of social work schools, eight social work educators and 35 social work professionals participated in the study. Data from participants were gathered through online survey. Qualitative tools were designed for each group and distributed by email. In addition, review of literature was made to generate data about history of social work in Ethiopia. Results of the study revealed that social work education was closed for 30 years [1974-2004]. In less than two decades since its re-birth in 2004, social work education is expanded to 13 universities. The study further revealed that social work education in Ethiopia experiences various challenges related to poor curricula contents, limited number of social work educators, and absence of coordination to regulate the quality of education and practice. The study suggests the need for immediate revision of curricula and creating harmonized and modularized curriculum. The study also suggests to establish a national social work council and professional association to regulate the quality of social work education and practice.

A Short History of the BPD/BPD-L Email List: November 1994–November 2020

2020 ◽  
Vol 25 (1) ◽  
pp. 187-196
Author(s):  
Marshall L. Smith ◽  
Stephen M. Marson ◽  
Bob Vernon ◽  
Dennis Cogswell ◽  
Ogden Rogers
Keyword(s):  
Social Work ◽  
Doctoral Students ◽  
Social Work Education ◽  
Short History ◽  
History Of ◽  
Work Education

The BPD listserv is 25 years old. Starting with just a handful of subscribers, the listserv currently has about 1,760 members. Most are actively engaged educators along with publishers, doctoral students, and others interested in baccalaureate social work education. The listserv has become a mainstay for providing a forum for sharing, research, and many other issues relevant to social work education and practice. This article provides the contexts, history, and stories that have transpired over the years and speculates about the listserv’s future.

scholarly journals Integrating learning community principles and strategies for enhancing academic and social agency partnerships in social work education

10.18060/185 ◽  
2006 ◽  
Vol 7 (2) ◽  
Author(s):  
Pamela Johansen ◽  
Philip M. Ouellette
Keyword(s):  
Social Work ◽  
Learning Communities ◽  
Learning Community ◽  
Social Work Education ◽  
Field Instructors ◽  
Training Systems ◽  
History Of ◽  
Internship Programs ◽  
Work Education ◽  
Considerable Concern

Social work education has a long history of placing emphasis on experiential learning through required field experiences. There is, however, considerable concern regarding the fragmentation in social- work education programs between what is taught in the classroom versus what is taught in internship programs by field instructors. New ways to conceptualize and enhance the coordination gap between academia and field agencies are needed. This article provides an overviw of the concept of a learning community, its relevancy to social work education, and provides examples of learning community strategies that have the potential of enhancing better linkages between faculty and field instructors. Specific suggestions for the development of learning communities are included. Learning community principles and its accompanying strategies may be one way to better conceptualize and bridge the coordination gap that is frequently confronted by the conflicting realities of dual training systems in social work education.

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