What do we know the experiences and outcomes of anti-racist social work education? An empirical case study evidencing contested engagement and transformative learning

ABSTRACT

In social work education there have been very few attempts to empirically capture and measure how professional training programmes prepare students to work with ‘race’ equality and cultural diversity issues. This paper interrogates the experiences and outcomes of anti-racist social work education and evaluates the pedagogic relevance and practice utility of teaching social work students about ‘race’, racism and anti-racism. The data presented in this paper suggests that it is possible to discover the situated experiences of learning about anti-racism and measure how this teaching can affect and lead to knowledge, skills and attitudinal change. The triangulated mixed methods evidence presented in this paper combines nomothetic and idiographic approaches with quantitative data for a matched pair sample of 36 social work students and uses non-parametric statistical tests to measure at two time intervals (before and after teaching); knowledge, skills and attitudinal change. The paper explores how anti-racist social work education enables students to move from ‘magical consciousness’, where racism and racial oppression is invisible and thereby left unchallenged and maintained, to more critical and reflexive level of awareness where it is named, challenged and no longer shrouded in a culture of professional denial and silencing.     

Translations in social work

This article is concerned with the relation between classical texts within social work and the interpretation of these classics in contemporary literature. It aims to explore how classical texts influence and work in our perception of, and writing about, our history, but also how they influence our perception of social work today. A study is made of Mary Richmond’s classic text Social diagnosis [1917. Social diagnosis. New York, NY: The Russell Sage Foundation] and later interpretations of her text in secondary literature. Through this analysis, a grand narrative within the effective history of social work: social work as a ‘borrowing field’ is questioned. Using translation theory as an alternative to the borrowing metaphor, I analyze the transference of ideas and concepts from other disciplines into social work and how these processes have been perceived. The dynamic processes of translation places social work within an interdisciplinary field, where ideas and concepts are continually exchanged between disciplines. It is the thesis of this article that research into authorities within the discipline and early contributions to the development of social work strengthen the discipline’s insight into past and current theoretical contributions within the discipline itself and the knowledge base of social work.     

Clothing and social movements: Tibet and the politics of dress

The ‘cultural turn’ in social movement studies has brought a renewed outlook on new social movements and lifestyle movements. In this development on the symbolic challenge of contemporary movements, research has expanded to both music and art. However, little is known about the role of clothing in movements and how activists use it for social change. In making the case for a greater consideration of clothing’s tactical use in identity work, this paper explores the case of the Tibetan Lhakar movement. I argue that for Lhakar activists, clothing is the materialization of the political consciousness of the movement and symbolically acts as a mechanism of communication in shaping its political goals. By using social media to observe individualized collective actions of wearing Tibetan clothing, the paper demonstrates how activists frame and create new political opportunity structures for civic participation in a one party state that controls all speech and movement.     

The importance of group identity processes in involvement in social movement organizations: the case of Attac France and Germany

This research evaluates the relative and absolute importance of group identity processes in an individual's decision to become and remain active in a social movement organization (SMO). Mainly through interview research with the members of Attac Germany and France, I discover that the presence of a comfortable and communicative group atmosphere is a necessary, but insufficient, condition for movement activity. Individuals are primarily involved in SMOs because they want to change policy and public opinion or to give meaning to their lives. However, this does not imply that the activists devalue communal bonds and a welcoming group atmosphere. Rather, they take both as a prerequisite for engagement. Yet, rifts and atmospheric disruptions can be a sufficient cause for which people leave an organization. In particular, those members who seek policy change are quick to desert a group once it is shattered by internal disharmony.     

A model of cultural competency in social work as seen through the lens of self-awareness

Providing effective cultural competency training to social work students is a social work education struggle. This qualitative study, conducted in the United States, addresses this challenge by examining social work educators’ teaching methods for cultural competency by focusing on the self as a part of culture and racism as a part of dominant culture. The findings reveal that the social work educators emphasize the role of self-awareness and cultural awareness in teaching cultural competency. However, they prefer to use multiculturalism, a 1960s ideology, to teach cultural competency and do not invest in teaching anti-racism. These findings shed light on teaching cultural competency and have practical implications in social work education.     

Goal specific social capital and job satisfaction: Effects of different types of networks on instrumental and social aspects of work

This paper addresses the question “To what extent can job satisfaction be explained as the revenue of social capital?” By conceiving someone’s social network as social capital we specify conditions under which social ties do lead to job satisfaction. We inquire into the idea of goal specificity of social capital, which implies that a network with a given structure and content will have different impacts on various aspects of job satisfaction. If the content of the ties and the structure of the network at the job engender material well-being or produce social approval, satisfaction with the corresponding job aspects increases. Data were collected in 1993 using written questionnaires in two Dutch governmental agencies, one with 32 and the other with 44 employees. These workers’ networks were charted using nine name-generating questions.Social capital, it turns out, is not an all-purpose good but one that is goal specific, even within a single domain of life such as work. Three effects stand out: First, the structure of the network and the content of the ties do matter. Networks of strategic, work-related ties promote an employee’s satisfaction with instrumental aspects of the job, like income, security, and career opportunities. Second, closed networks of identity-based solidarity ties improve an employee’s satisfaction with social aspects of the job, like the general social climate at work and cooperation with management and colleagues. Third, a network with a bow–tie structure (i.e., where a focal actor is the link between two or more mutually exclusive cliques) generally has strong negative effects on satisfaction with the social side of the job; although a bow–tie type network of trusting ties does increase satisfaction with the social side. This implies that Krackhardt’s hypothesis on the unpleasant feelings produced by bow–tie type networks has to be specified for the content of the ties that constitute such a network. The most important conclusion of our analysis is that goal specificity of social capital has implications for both structure and content of social networks. Achievement of a particular goal, such as satisfaction at work, requires not only networks of a certain structure or ties with a particular content, but specifically structured networks of ties with a particular content.     

The development of an ethnically sensitive approach in social work in Slovenia

The paper presents an ethnically sensitive approach in social work within the Slovenian context. The main focus of an ethnically sensitive approach is an anti-racist perspective and is based on the critical analysis of processes that maintain the status quo in social work with members of ethnic groups. This approach also involves user perspectives with particular emphasis on the views and experiences of ethnic group members and with a particular interest in how they perceive social work services and how social work services meet their needs. Despite the rise of anti-racist social work education in Anglo-Saxon countries in the 1980s, the Slovenian system of social work education remains without adequate literature on this field. The author suggests that practice in the field of social work with minority ethnic groups is often racist, especially when social service users are members of the Roma ethnic group.     

Responding to student mental health concerns in social work education: reflective questions for social work educators

In this paper, we explore ways in which social work educators might respond to students who report that mental health issues underlie their difficulty in meeting core competencies, or otherwise use the language of mental health to describe their struggles to succeed in social work programs. We discuss various trends in policy responses in Canada, the US, the UK, and Ireland. While there are general policy trends, it is clear that responding to these kinds of issues requires the development of highly flexible and situated policy processes that can respond to student realities, concern for students’ rights and privacy, and an awareness of potential discrimination against students. These processes also need to meet the specificities of practicums, particular institutional policies, the mandates of relevant professional bodies, and the precise local legislative framework that shapes these situations. Given these varying contexts, in this conceptual paper, we used a framework on disability that is informed by critical theory to engage existing school policies and propose a set of reflective questions that can guide schools of social work to create an overall responsive environment. These reflective questions are designed to help social work educators balance the rights and needs of students with the professional and institutional demands that students meet core competencies in their education.     

Social work educators and social policy: a cross-professional perspective

This article seeks to contribute to the ongoing debate within European social work on the role of social work educators in influencing social policy. It reports on a study that examined the role of social work educators in furthering social policy by comparing Israeli social work educators’ engagement in policy with faculty members in professional schools with strong ties to social policy, namely education and healthcare. While the findings show some similarities between the three groups of educators, they also underscore marked differences between educators in social work and the other professions. In particular, social work educators are more involved in, and more committed to, social policy engagement than faculty members of other professional schools are. These divergences are attributed to the greater focus upon policy practice in social work and its prevalence in teaching programmes, as well as to the profession’s focus on disenfranchised clients, who are especially impacted by social policies.     

Indian Ocean Tsunami and its influence on the resurgence of social work as an academic discipline in Sri Lanka

ABSTRACT

In December 2004, the massive Indian Ocean Tsunami hit the coastal areas of Sri Lanka causing a devastating impact on the lives of people. National and International humanitarian aid received in the aftermath was unprecedented. Among this was a team of professors and students from the faculty of Social Work, University of Ljubljana, Slovenia, who conducted a summer camp as a social work practice project together with Sri Lankan undergraduates. The objective was to initiate a project for support based on an action research model adopting a short-term design built upon a needs assessment. While critically looking at the process of international support in the context of country’s long history of state welfare and community support systems, the paper also focuses on one major lapse among others, negligence of people’s needs during disaster interventions. The paper attempts to view this situation in relation to the absence of an established social work profession in the country and examines the applicability of an international framework and concepts of social work in developing academic and professional social work in a context as diverse as Sri Lanka.     

Solidarity is in the heart,not in the field: joint Israeli–Palestinian peace movement organizations during the 2014 Gaza War

The social movement literature suggests that social movement organizations that work across difference and power asymmetry are dependent to some degree on shared and unified action in order to construct and sustain a sense of ‘we.’ Yet ironically, for two joint Israeli–Palestinian peace movement organizations, sustaining a cross-conflict collective identity during the 2014 Gaza War did not require unified action, but rather, independent action from the Israeli participants. This article makes the argument that in highly asymmetrical environments, and in particular, protracted conflict environments, unified visible action is not always required for maintaining a collective identity. Structural and cultural forces can impede the ability of activists to work across borders or conflict lines. In these situations, what may be required to sustain a collective identity that crosses over traditional community divides is the willingness of the group with more privilege and power to move forward in activity focused on their own community.     

Development of professional commitment among students in social work education

This study seeks to expand empirical knowledge of commitment to social work using a sample of 212 Norwegian students. The first aim is to investigate the development of students’ commitment to social work from the start of education (first year) to its end (third year). The second aim is to investigate how theoretical and relational knowledge contribute to commitment to social work. The third aim is to examine how compatibility between students’ abilities and the vocational demands of social work contribute to professional commitment. A paired samples t-test and an ordinary least squares regression were conducted to test the aims of the study. The results document that students experience weaker professional commitment at the end of education compared to the beginning. It also seems that theoretical and relational knowledge contribute to professional commitment. The findings also indicate that students whose abilities are compatible with the vocational demands of social work experience stronger professional commitment than those for whom a discrepancy exists.     

Survivors of Woman Abuse

Abstract

The feminist social work and related literature on abused women has focused on women's processes of empowerment but has overlooked the question of women's movement from individual survival to collective resistance. In this feminist qualitative study, I explore the processes through which survivors of abuse by male partners become involved in collective action for social change. Using story telling as a research method, I interviewed 11 women about the processes, factors, insights, and events that prompted them to act collectively to address violence against women. I found that women's movement from individual survival to collective action entails significant changes in consciousness and subjectivity. Women's processes of conscientization are complex, contradictory and often painful because they involve political and psychic dimensions of subjectivity, protracted struggles with contradictions and conflict, and resistance to knowledge that threatens to unsettle relatively stable notions of identity. I suggest that feminist social work theory and practice must take into account three interrelated elements of women's transformative journeys: the discursive and material conditions that facilitate women's movement to collective action; the social, material and psychic costs of women's growth; and the multifaceted and difficult nature of women's journey in recognizing and naming abuse, making sense of their experiences, and acting on this knowledge to work for change. I recommend that feminist social work practice with survivors recognize that survivors can and do contribute to social change, and develop new, more inclusive liberatory models of working with survivors of abuse.     

Researching the history of social work: exposition of a history of the present approach

This paper provides an exposition of Michel Foucault's ‘history of the present’ in order to make the case for its relevance to the study of social work history. It sets out the general principles underpinning this practice and considers its application to a particular research question relating to history of child welfare and protection social work in the Republic of Ireland. The paper seeks to highlight the challenges involved in its use and illuminate its potential value as an approach for researching the history of social work. It is concluded that this exposition offers one appropriate approach that could be employed within the growing field of social work history research across Europe.     

The role of critical social work education in improving ethical practice with refugees and asylum seekers

ABSTRACT

This paper uses critical reflection as its primary methodology to research one Master of Social Work student’s former practice experiences as an Australian immigration officer. The paper contextualizes the study by offering a critical analysis of hegemonic constructions of asylum seekers in Australia, which are reflected in Australian law and policy, as well as potentially influencing social work practice. Critical reflection on one of the author’s practice provides a rich case study that reveals the tensions of government-employed social workers in restrictive environments, and the espoused social justice values of the profession. The findings hold implications for both social work education and practice, suggesting that critical social work education, and in particular, the use of critical analysis and reflection, can improve ethical practice with refugees and asylum seekers.     

Towards an interactional approach to reflective practice in social work

Reflective practice is a key aspiration within social work; being a reflective practitioner is considered to be a foundational attribute of the social work professional. However, achieving reflective practice is not straightforward. Reflection is inevitably subject to issues of memory and recall, so that the recollection of a case is likely to differ in important ways from the original instance. Moreover, giving an account of an event to one's peers or supervisors involves aspects of justification and self-presentation that may emphasise selectively and ignore key details of the original event, whether through a process of conscious omission or subconscious forgetting. This article reports on a knowledge exchange project that sought to enhance criminal justice social workers’ reflective practice through the use of the Conversation Analytic Role-play Method, an approach that is methodologically and theoretically grounded in the study of talk-in-interaction, drawing on video re-enactments of real encounters between practitioners and service users. We argue that by engaging collaboratively in this way, the practitioners and researchers learned a great deal about how practice in criminal justice social work is ‘done’ and also about the wider context within which criminal justice social work is practised.     

From armed group to movement: armed struggle and movement formation in Northern Ireland and the Basque Country

In recent decades, social movement scholars have expanded our understanding of ‘terrorism’ by analyzing a particular trajectory, movement to armed group, whereby movement demobilization spurs armed struggle. This article analyzes an alternative trajectory: armed group to movement. Once armed struggle’s limitations become apparent, armed groups often adopt an attritional military strategy suited to their capacities. To securely wage an attritional campaign, groups disembed through the adoption of insular structures, removing them from their milieux and from recruits and resources needed for organizational reproduction. To offset this, armed groups reembed through the development of politico-military movement structures: forming allied aboveground movement organizations; coordinating armed and unarmed activism; and creating a ‘movement’ identity. This offsets disembedding in three ways. First, collective action augments armed groups’ violence by expanding the struggle into new domains. Second, mobilized support provides armed groups political legitimacy, countering the ‘terrorist’ label. Third, aboveground movement organizations assist in recruitment, alliance-formation, public communication, and mobilization, facilitating armed groups’ organizational reproduction. This paper investigates the strategic decision to adopt movement structures by analyzing documents produced by militants linked to the IRA and to rival ETAs, ETA Politico-Military and ETA Military, allowing for the exploration of different aspects of the decision to adopt movement structures. From Irish republican texts, insights into the basic benefits of movement development are gleaned. Basque separatist documents, on the other hand, provide perspectives on the nature of interorganizational centralization and coordination within politico-military movements.     

Recovering the social: globalization,football and transnationalism

Abstract In this article, we place the social and football (as a sporting realm) at the heart of social scientific analysis of globalization processes. Our theoretical framework sets out, in turn, the concepts of glocalization, with particular reference to what we term the ‘duality of glocality’; transnationalism, notably its socio‐historical aspects; connectivity, with particular reference to its antonym, ‘disconnectivity’; and cosmopolitanism, with strong focus on what we term its ‘thick’ and ‘thin’ variants. We explore the interplay of these concepts and processes within three broad domains of the ‘football world’: supporter subcultures, sport journalism, and Japanese football culture. We conclude in part by arguing for greater exploration of sport's role in regard to global processes and of the interrelationships between the duality of glocality and the thick/thin variants of cosmopolitanism.     

The problem of social generations: a critique of the new emerging orthodoxy in youth studies

Over the previous seven years the application of a social generation paradigm or ‘theory’ has gained increasing currency as a method in analysing young people's relationship with the life course. Whilst not a new concept or approach its resurgence and reconfiguration to ‘new’ times has seen some writers positioning it as a ‘new orthodoxy’ or ‘consensus’ within youth studies. In this it is seen as providing a conceptual framework that better helps us understand the complexity of circumstances and conditions that shape youth identities in late modern society. In this paper we examine and explore the underlying assumptions and claims that are made by those advocating the social generational paradigm, raising questions and seeking further clarification on a number of key themes. We accept youth studies needs to move beyond ‘old models’ that define and understand social context as a simply a tension between ‘structure or/and agency’ or as a ‘flavour’ to social action. To conclude therefore we propose the need to have an approach that is ecological and both accepts ‘social change’ and ‘continuity’ as critical parts of the life course, one that recognises the nature and influence of power and social reproduction, especially for different social classes, in shaping the experience of being young.