GUEST EDITORIAL: BEHAVIORAL HEALTH EQUITY: A CALL TO ACTION FOR SOCIAL WORK EDUCATION

2011 ◽  
Vol 47 (3) ◽  
pp. 385-387 ◽  
Author(s):  
Flavio F. Marsiglia ◽  
James Herbert Williams
Keyword(s):  
Social Work ◽  
Behavioral Health ◽  
Health Equity ◽  
Social Work Education ◽  
Guest Editorial ◽  
Call To Action ◽  
Work Education

Reinventing Social Work Education: A Call to Action

2017 ◽  
pp. 197-221
Author(s):  
David Stoesz ◽  
Howard Jacob Karger ◽  
Terry Carrilio
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Call To Action ◽  
Work Education

scholarly journals Then and now

2017 ◽  
Vol 20 (2) ◽  
pp. 40-41
Author(s):  
Margaret McKenzie
Keyword(s):  
Social Work ◽  
New Zealand ◽  
Social Work Education ◽  
Guest Editorial ◽  
Work Education

Introduction toMcCreary, John (1982). Guest editorial. New Zealand Social Work, 7(3), 3-4.Pilalis, Jennie (1982). Social work education in New Zealand. New Zealand Social Work, 7(3), 25-29

Critical Pedagogy in Online Social Work Education: Changing Conceptions of Time in the Neoliberal University

Somatechnics ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 73-94
Author(s):  
Kristin Smith ◽  
Donna Jeffery ◽  
Kim Collins
Keyword(s):  
Social Work ◽  
Online Education ◽  
Critical Pedagogy ◽  
Social Work Education ◽  
Qualitative Interviews ◽  
Social Work Educators ◽  
Digital World ◽  
Learning Programs ◽  
Recent Graduates ◽  
Work Education

Neoliberal universities embrace the logic of acceleration where the quickening of daily life for both educators and students is driven by desires for efficient forms of productivity and measurable outcomes of work. From this perspective, time is governed by expanding capacities of the digital world that speed up the pace of work while blurring the boundaries between workplace, home, and leisure. In this article, we draw from findings from qualitative interviews conducted with Canadian social work educators who teach using online-based critical pedagogy as well as recent graduates who completed their social work education in online learning programs to explore the effects of acceleration within these digitalised spaces of higher education. We view these findings alongside French philosopher Henri Bergson's concepts of duration and intuition, forms of temporality that manage to resist fixed, mechanised standards of time. We argue that the digitalisation of time produced through online education technologies can be seen as a thinning of possibilities for deeper and more critically self-reflexive knowledge production and a reduction in opportunities to build on social justice-based practices.

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