Human rights at the heart of the social work curriculum

ABSTRACT

Social work policy and practice all over the world continue to face the impact of the neoliberal agenda. Similarly, social work education has been subject to the economic and political changes, with an increasing emphasis on a discourse of ‘evidence-based practice’. However, it is the core of social work programs in higher education to initiate students in the fundamental values of social work, as they are recognized in the global definition of social work. In order to prepare future social workers for their assignment, human rights should be given an explicit place in the social work curricula at Universities and Universities of Applied Sciences.

For human rights to gain more attention in social work programs in higher education, a Manifesto was written by lecturers’ social work in the Netherlands and Flanders, with a 5-point program to include human rights in the social work curricula. In this article, we elaborate on the five objectives that are presented in the Manifesto. Throughout the paper, we introduce small ‘case examples’ of how human rights can be integrated in education. These experiences show the importance of developing a particular social work perspective on human rights that is found in the idea of ‘human rights from below.’     

When social work students meet workers with mental-health lived-experience: a case study

Current social work education in India reflects globalization priorities and tendencies of neo-colonialism that emulate curriculum priorities and duplicate content developed in countries like the USA. Social work education as implemented by countries like the USA, has limited success in transnational training of social workers and their ability to address emerging social problems and deep rooted structural imbalances within non-USA social contexts. Yet, the concept of the world being an emerging global village is used to justify and reaffirm the colonial goals of universal education and pedagogies within social work and its application to starkly different contexts, such as India. This paper argues against the imperialist nature of social work education through examples from social work syllabi from Indian schools of social work. Secondly, this paper examines the role of academic collaborations and international organizations in addressing the challenges in curriculum development. Finally, through an example from a Curriculum Development Project undertaken in a sub-Saharan African country by one of the authors, the paper demonstrates ways of generating more local content for curricula that would create culturally sensitive social services.     

Citizenship on the margins: Citizenship,social work and social action

Drawing on a critical synthesis of the two main citizenship traditions, so as to construct citizenship as both a status and a practice, linked through the notion of human agency, the article explores citizenship's exclusionary and inclusionary sides within both a national and international framework. Within a national framework, the implications of citizenship's ‘false universalism’ are explored as the basis for a recasting of citizenship in a way that addresses the tension between universalism and particularity or difference. Within an international framework, a human rights perspective is introduced as a means of challenging citizenship's exclusion of nation state outsiders, most notably immigrants and asylum-seekers. This approach draws upon a multi-tiered conceptualisation of citizenship stretching from the local through to the global.

Some implications for social work practice and policy are then discussed in relation to support for active citizenship in deprived communities and anti-poverty action in which poor people themselves have a voice. This includes a brief consideration of political exclusion; the potential of self-help groups and community social work and development work; and user-involvement. The article concludes that citizenship offers social work a framework that embraces anti-poverty work, principles of partnership and anti-discriminatory practice and an inclusionary stance.     

Diversity,dialogue, and identity in designing globally relevant social work education

This article reflects on how to design social work education for internationally diverse cohorts of students. It draws on insights from a Master program for social work practitioners from around the world that has been delivered by a partnership of five European universities since 2013. Three particular issues are explored: developing curricula that achieve a local–global balance and emphasize the significance of context sensitivity in social work; the need for teaching approaches that promote dialogue, critical analysis, and student well-being; the importance of providing students with a strong identity, value base, and connection to the global social work profession. The article is targeted at social work educators involved in international and cross-country teaching as well as scholars interested in debates about the balance of local–global dimensions in social work.     

Revitalizing social work education through global and critical awareness: examples from three Scandinavian schools of social work

ABSTRACT

Increasing globalisation, reorganisation of the Scandinavian welfare regimes and the awareness of increasing global roots of local social problems necessitated change in the curriculum of social work in three Scandinavian schools of social work in Denmark, Norway and Sweden. Recent global transformations, increasing global inequalities, increasing forced migration and the emergence of glocal social problems make the traditional education and methods of social work ineffective and in some cases harmful for people in need of social work intervention. This article examines the need to provide critical, global and multilevel perspectives in social work education in order to prepare social work students for the increasing social problems with global roots. The article, which is based on cross-national collaborations in social work education between three Scandinavian countries, addresses global and critical components in theoretical courses, professional training and field practice in the social work education of the countries in question. It is argued that social work education should move beyond the old division of classical and international/intercultural toward including global and critical perspectives in an integrative manner in all programs.     

Research Note—Globalization and Social Work: Influencing Practice Through Continuing Education

This study determined the effect of a continuing education (CE) program on increasing social workers’ knowledge about global issues and subsequently influencing decisions for future practice. Thirty-eight participants took a CE course (3-session face-to-face or 1-month online) on global issues. Social Work Practitioner Globalization Survey was used to test participants’ (1) knowledge about globalization and global references, (2) belief about the importance of globalization for making practice decisions, and (3) intent to seek global knowledge in the future. Pre- and postcourse data from 32 respondents showed increases in knowledge, belief, and intended action toward the use of globalization knowledge in social work practice. Findings help social work educators justify and plan curricula that infuse globalization and global issues as curriculum components.     

Globalization,social exclusion and the possibilities for global social work and welfare

Social work practice in Europe has developed disparately in the context of separate nation states. Yet it has at the level of professional organization a potentially international orientation. Practice can be understood as having a dual configuration: on the one hand it is idiosyncratic to the culture of nation states; on the other it has a dynamic which incorporates an impulse to include broader supranational concerns. This dual configuration is of importance at a time when social work and social policy are increasingly affected by global political and economic processes and compelled to view what were previously national concerns through analysis that is global (cf. Mishra 1999; Deacon et al . 1997; Townsend 1995). Welfare and economic issues are now almost wholly cast in systems that involve a multiplicity of nations, international non-governmental organizations (NGOs), and regional trading blocs that are intricately involved in making decisions that have profound welfare implications. This article will identify the challenge that these developments pose for social work and consider how the social work profession can reflect on a response. We argue that the dual configuration in which it is situated enmeshes social work within a dual set of politics. The first is the politics of the macro-political economy noted above. The second is the micro-cultural politics of identity that are being played out in various national settings but which also contain global impetuses. Thus both contemporary macro- and micro-politics mitigate against practice and analysis situated solely at the level of the national. We argue that a social work that is central to an emerging social development practice based on empowerment and located within a transnational organizational base is best placed to meet the challenges we describe.     

Local and global practice: Relocating social work as a human rights profession in the new global order

Globalization, as currently understood, is confined to an economic world view, and does not include notions of global citizenship, social priorities and human rights. Yet social workers, because of the value base of the social work profession, must be concerned with these issues, and work towards a form of 'living in one world' that locates human values as paramount. One of the reactions to globalization has been an increase in localization, and social workers are now required to work at both global and local levels, and to relate the two. This is explored in relation to social work knowledge, values and skills, with particular reference to using a human rights framework for social work theory and practice. In a globalized world, all aspects of social work are affected by global issues, and all social problems have a global dimension. Hence international social work can no longer be a marginalized specialization within the social work profession, but must be part of the day-to-day practice of all social workers, if social work is to remain relevant to the pursuit of human rights and social justice. Die gegenärtigen Auffassungen von Globalisierung sind in einer ökonomischen Perspektive befangen und entbehren jeder Vorstellung von globaler Bürgerschaft, sozialen prioritäten und Menschenrechten. Aufgrund ihrer Wertebasis als soziale Profession kommt es f&ür Sozialarbeiterinnen und Sozialarbeiter darauf an, sich mit diesen Sachverhalten auseinanderzusetzen und auf eine Form des Zusammenslebens in einer Welt hinzuarbeiten, in der humane Werte an allererster Stelle stehen. Als eine Reaktionsweise auf die Globalisierung bildete sich eine verstärkte 'Lokalisierung' heraus. Dies bedeutet für die Sozialarbeiterinnen und Sozialarbeiter, daß sie nun auf beiden Ebenen arbeiten und diese zugleich miteinander verbinden müssen. Diese Aufgabe wird hier thematisiert im Hinblick auf das Wissen, auf die Werte und die Qualifikationen in der Sozialarbeit, und zwar unter besonderer Berürcksichtigung eines auf die Menschenrechte bezogenen Rahmenkonzepts für die Theorie und Praxis der Sozialen Arbeit. In einer globalisierten Welt sind alle Aspekte Sozialer Arbeit von globalen Entwicklungen betroffen, und umgekehrt haben alle sozialen Probleme eine globale Dimension. Wenn Soziale Arbeit Weiterhin eine relevante Rolle bei der Verwirklichung von sozialer Gerechtigkeit und den Menschenrechten zukommen soll, dann kann die internationale Dimension der Sozialarbeit nicht bloß eine marginale Specialisierung innerhalb der Profession bleiben, sondern muß zu einem integralen Bestandteil der tagtäglichen Praxis aller Sozialarbeiterinnen und Sozialarbeiter werden. La globalización tal como la entendemos actualmente, está confinada a un punto de vista economómico, y no incluye nociones de ciudadania global, prioridades sociales y derechos humanos. Pero los trabajadores sociales, debido a la base de valores existentes en la profesión de trabajo social, deben estar preocupados con estos temas, y trabajar hacia una forma de 'vivir en un mundo' que sitße los valores humanos en el ámbito de gran importancia que se merecen. Una de las reacciones a la globalización ha sido el aumento de la localización, y a los trabajadores sociales actualmente se les requiere la capacidad de trabajar en ambos niveles, global y local, y de relacionarlos. Exploramos estos aspectos en relación con el conocimiento en trabajo social, valores y destrezas, haciendo particular referencia a la capacidad de uso de un marco de derechos humanos como ase para la teoria y práctica del trabajo social. En un mundo globalizado todos los aspectos de trabajo social quedan afectados por temas globales, y todos los problemas sociales tienen una dimensión global. Por tanto, el trabajo social internacional no puede continuar siendo una especialidad marginal en la profesión, sino que debe formar parte de la práctica diaria de todos los trabajadores sociales si queremos que el trabajo social continße siendo relevante en la bßsqueda de los derechos humanos y justicia social.     

Teaching Globalization to Social Work Students: In and Out of the Classroom

This paper was part of qualitative research that sought to explore motivations of Masters-level students (n = 53) in taking an elective course in international social work at a large public university in the Southeastern US. A review of the literature includes the foundational aspects of globalization and its relationship with social work education. Through content analysis, results show comportment of students' stated motivations for taking the course and the contemporaneous literature on globalization. Themes expressed are the historical context of globalization, concern about global inequalities, and the varying impacts of globalization around the world. Discussion is directed towards exploring ways of effectively infusing globalization content in the social work curricula.     

Social education and social pedagogy: reclaiming a Scottish tradition in social work

Social pedagogy is the discipline underpinning work with children and youth across most of Europe. The concept has struggled to find a place within social work in the English-speaking world, partly because of difficulties in translation and partly as a result of different welfare traditions. In particular there is a limited conception of education within the Anglo American Saxon tradition and a consequent bifurcation of education and care. This article argues that ideas enshrined within social pedagogy have a resonance with Scottish approaches to social welfare, which culminate in the Kilbrandon Report of 1964. We argue that there are recurrent themes in the Scottish tradition with roots in the Reformation and the Scottish Enlightenment. Foremost amongst these is the focus on education as a vehicle for both individual improvement and social cohesion. Social pedagogy or social education offers an integrating conceptual base from which to develop models of social work practice which promote social wellbeing through socio-educational strategies. The current review of social work in Scotland offers opportunities to reclaim a socio-educational tradition.     

Promoting sexual well-being in social work education and practice

This paper explores the importance of including sexual well-being within social work practice and education. Social workers often work with individuals for whom opportunities for sexual expression are limited and who face discriminatory attitudes. Sexual well-being is a global concern, and is particularly relevant considering international interest in the influence of notions of well-being on mental and physical health. Implementation of new social care policy in England, underpinned by the well-being principle, provides practitioners with the opportunity to explore what is meaningful to individual’s well-being through person-centred approaches to practice. There is currently little coverage of sexual well-being within social work education, this means students and practitioners lack the knowledge and skills to challenge barriers. Promotion of the concept of sexual citizenship, with its associated rights and responsibilities, enables social workers to engage in rights focused practice. Sexual well-being is a sensitive subject and the social and personal barriers practitioners may experience in addressing this topic are explored.     

Changing social work education in Australia

This paper explores contemporary issues in Australian social work education. It examines formative influences on the structures and content of education, specifically the ways over time in which demographic, political, economic and social forces have influenced the composition, demand and domain of social work education and practice. It describes the current political context of social work and social work education and the response of the authors' own institution to change and uncertainty. It concludes by proposing that for change and diversity to be addressed, three moves would be productive. The first is to establish structures for closer dialogue amongst schools of social work, the professional association and employers. The second is to extend experimentation and innovation in social work curricula. The third is for educators to establish a collective voice and promote the values which should desirably underpin tertiary education in Australia.     

Information and computer technology use in Australian social work education

Abstract

Computer technology is now an every day aspect of both our personal and professional lives. Recently however, concern has been raised as to the preparedness of social work students to use this tool effectively when entering the practice setting. This paper sets out to address the issue by investigating the extent and ways in which computer technology is included in four-year full time Australian social work degree programs. A national study of Australian academics was conducted and the main themes to emerge were: 1) information and computer technology was considered important for social work education and practice; 2) educators need to understand technology if they are to incorporate it effectively within their curricula; 3) the inclusion of technology in social work education should be approached with caution to ensure it is used appropriately to enhance students' learning while maintaining the guiding values and principles of practice of the social work profession; and 4) that students are aware of the legal and ethical use of technology in practice.     

Europe,social exclusion and the identity of social work

This paper argues that the identity of social work as a form of professional practice within Europe is a timely matter for contemporary debate. Economic and political moves in Europe towards integration have created the possibility of establishing an identity which could both incorporate a range of diverse activities and also create a form of practice that is distinct. This article will address the emerging concept of social exclusion as a potential focus for social work professional practice in a changing global setting. It will be argued that the concept is one that can incorporate the broad range of practice in social work in a manner that could have similar meaning for all the different practitioners involved.     

Practising social work in a context of austerity: experiences of public sector social workers in Greece

Since the 1980s and within a context of neoliberal globalization, the welfare state provision in many countries has been affected adversely by austerity and social spending cuts that have intensified since the last global financial crisis of 2008. A country that has been particularly harshly affected is Greece. This paper draws on interviews with public sector social workers in Greece and presents their perceptions of the consequences of austerity/social spending cuts on their work. The research findings of this study suggest that, within the context of austerity, social workers are facing a number of challenges and tensions. The paper argues that these tensions and challenges are local manifestations of the global conditions of neoliberal globalization and as such they have relevance for other countries. Furthermore, it argues that this understanding needs to inform the actions of social workers. It is important for these tensions and challenges to be contextualized within the socio-economic conditions in which they arise in order for austerity and social spending cuts to become a locus of intervention.     

Illegal Aliens,Criminals, and Hypersexual Spitfires: Latin@ Youth and Pedagogies of Citizenship in Media Texts

This article aims to broaden the ways we conceptualize citizenship and implement citizenship education in social studies. To do so, the authors explore media texts as a curricular and pedagogical site for teaching lessons about citizenship. Specifically, the authors investigate how media drafts the boundaries of citizenship for Latin@ youth, and influences how young people come to understand who is and who is not perceived as a citizen entitled to rights and freedoms. Media texts, like formal social studies curricula, are powerful and enduring educators that shape how students know the world and imagine their place in it. Therefore, this article addresses how social studies teachers can integrate media texts into the classroom to explore representations of Latin@s and the impact that media has on our citizenship identities and experiences.     

Going social: Championing a holistic model of mental distress within professional education

Within the context of current debates as to how to raise the profile of social perspectives within mental health social work education, this paper seeks to assemble various elements that might belong within a social (or psychosocial) model of mental health practice. A clarification of what may actually be meant by a social model would be helpful in starting to set the parameters of future social work curricula, both at qualification and post-qualification levels, in terms of an appropriate value base and theoretical orientation. This may be seen to be important if social workers are to be properly prepared for taking on some form of leadership around the promotion of social approaches within the practice of multi-disciplinary teams.     

Fusion of Guidance Objectives and World History

Global education has been debated and studied for the last two decades because of the developments in the world. Although global education involves different approaches and conceptualizations, it has influences on educational systems and curricula across the world. Likewise, the recent curriculum reform in Turkey has brought global education into perspective. The purpose of this article is to analyze the influence of global education on Turkey's current social studies curriculum and to discuss possible revisions of the curriculum to empower global education in Turkey.     

Reframing the Discourse on Social Work in the Arab World: Considerations for the Accreditation of Social Work in the UAE

Drawing on the author's experience of teaching social work in the United Arab Emirates (UAE), this paper will interrogate the pervasive question, significant within academic circles and the wider public discourse, on the issue of values and how they are framed or not by their relevant cultural contexts. This is a critical period in the history of the development of social work in the UAE where the International Association of Schools of Social Work subjected the first professional social work education and training programme offered to the rigour of a review process. Currently most social work programmes are evaluated against Western social work accreditation frameworks and quality assurance processes. While this practice may be appropriate in certain contexts, in others, such as in the Arab world, a more authentic frame of reference is required. To this end, the frame of reference lies in the Islamic prophetic traditions and culture, uniquely characteristic of the Arab world in the Gulf Cooperation Countries (GCC). It not only provides the backdrop to the ideological context for practice and education but also for quality assurance purposes as in the case of accreditation. A quick perusal of global accreditations of social work programmes reveals intense scholarly debates about what should constitute a dynamic curricula, necessary resources, ideology, administrative needs, processes and structure of social work programmes. Given that all of these criteria satisfy the conditions for accreditation, there is still ample opportunity within the different socio-cultural contexts for variations in the curricula of social work programmes being offered universally.

There is little doubt, despite the recent debates on the accreditation processes, that the primary goal is to ensure quality programmes and competent preparation for social work practice. In this paper the author will argue that while subscribing to this academic rigour, a paradigm shift is imperative to understand what constitutes culturally sensitive social work education and training. This paper will demonstrate that the values and ethics rooted in the ideology of the Arab world should determine and influence academic and practice paradigms.     

Debating globalization in social studies education: approaching globalization historically and discursively

The purpose of this paper is to explore the dominant positions in the debates on globalization in American social studies education. Specifically, the paper illustrates that, first, globalization is conceived of as more of an unprecedented new age and less of a historical development. Second, it is conceived of as more of a natural process and less as an ideological project. All in all, this paper argues that globalization should be approached as a historic and discursive condition in the field of social studies education. To do so, educators should include more skeptical perspectives and critical voices about globalization. Also, they need to approach the vocabulary used to frame globalization discursively, rather than as an objective fact. The paper contends that the different positions taken in the debates on globalization are part and parcel of the social imaginary of globalization. The paper has ramifications not only for American social studies education but also for related subjects such as civics and citizenship education elsewhere.