W(h)ither the academy? An exploration of the role of university social work in shaping the future of social work in Europe

A controversial proposal to pilot the training of child protection social workers through an intensive work-based route in England is being supported and funded by the UK Government. Frontline, the brainchild of a former teacher, locates social work training within local authorities (‘the agency’) rather than university social work departments (‘the academy’) and has stimulated debate amongst social work academics about their role in shaping the direction of the profession. As a contribution to this debate, this paper explores the duality of social work education, which derives its knowledge from both the academic social sciences and the experience of practice within social work agencies. While social work education has traditionally been delivered by the academy, this paper also explores whether the delivery of training in the allied professions of probation and nursing by ‘the agency’ is equally effective. Finally, this paper explores the Helsinki model which achieves a synergy of ‘academy’ and ‘agency’. It suggests that there are alternative models of social work education, practice and research which avoid dichotomies between the ‘academy’ and the ‘agency’ and enable the profession to be shaped by both social work academics and practitioners.     

‘States of change’? One hundred years of the JUC

ABSTRACT

The Joint University Council for Social Studies (JUCSS) was formed 100 years ago at the end of the First World War in 1918. Its expressed aim was to coordinate and develop the work of social study departments across the UK, as part of the larger project of post-war reconstruction. In October 2018, an event entitled ‘States of Change?’ was held in London to celebrate this history and to explore what, if any, kind of future the JUC (as currently constituted) should have. At the event, I gave a short historical presentation that examined social work education’s history in the context of the JUCSS’s origins and development. This paper picks up some of the key ideas from this presentation in more detail. It will be argued that tensions which existed in the formation of the JUCSS in 1918 still exist today, not least because they are emblematic of the ambivalences and complexities that are at the heart of social work and social work education, then and now. Furthermore, it will be suggested that social work as an academic discipline must pay heed to these tensions if it is to survive—and thrive—in the academy today. (192)     

Aggression in the academic workplace: a psychodynamic analysis of social work

Abstract

Aiming to promote quality collegial relationships in tertiary education, this theoretical study draws on the peer-reviewed literature to provide a psychodynamic analysis of workplace aggression in the social work discipline. Because the study assists academics to identify their aggressive practices and the aggressive practices of their colleagues, the findings can be of relevance to other practice-based disciplines. Elaborating on the causes and effects of the disciplinary, institutional and individual forms of aggression, this study identifies the avoidance of the emotional pain in work with clients as the main reason behind the active or passive–aggressive behaviours in the discipline. Academics act out this defensive manoeuvre through denying the existence of knowledge gaps in the discipline, denying the inextricable link between empirical research and theories of practice, teaching exclusively theories unsupported by empirical studies, and resisting to set boundaries on active and passive aggression. The study proposes the advancement of research-into-practice mindedness in social work schools, the requirement that prospective social work academics gain considerable practice experience before entering academia, the need for academic leadership positions to require peer-reviewed publications in both teaching and practice and the need for Schools to publish a volume of empirical research to be accredited as providers of social work education.     

Practice experience and social work education

Abstract

This paper examines the arguments that are often put in favour of social work academics having direct practice experience in order to enhance their teaching effectiveness. The paper looks at the number of ways that social work academics can gain up to date knowledge of practice developments and explores what constitutes an effective teacher. It concludes that recent direct practice experience will be of limited use in assisting social work academics to become effective teachers and that there are other ways that academics can become aware of practice developments that are in line with the other professional requirements on academics such as research and knowledge generation.     

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.     

‘Not one of the family’: Gender and precarious work in the neoliberal university

Gender inequality within the university is well documented but proposals to tackle it tend to focus on the higher ranks, ignoring how it manifests within precarious work. Based on data collected as part of a broader participatory action research project on casual academic labour in Irish higher education, the article focuses on the intersection of precarious work and gender in academia. We argue that precarious female academics are non‐citizens of the academy, a status that is reproduced through exploitative gendered practices and evident in formal/legal recognition (staff status, rights and entitlements, pay and valuing of work) as well as in informal dimensions (social and decision‐making power). We, therefore, conclude that any attempts to challenge gender inequality in academia must look downward, not upward, to the ranks of the precarious academics.     

Social Work Field Education as Social Development

SUMMARY

This article will discuss social development models and their application to the establishment of social work field education in Lithuania. A model of field education as social development is presented and discussed, with reference to promoting core social work knowledge, values and skills, establishing relationships between educational and social welfare institutions, and identifying the impact of field education programs on community well-being. Examples from the authors' experience in educational program development and implementation are presented, along with implications for international social work education.     

Gendered Perceptions of Community Needs and Concerns

Abstract

Acentral tenet of feminism is that women engage in community practice differently than men. This study explores whether gender differences exist in perceptions of community needs, strengths, problems and responsibilities. Also examined are differences within male and female groups along the dimensions of race, location, years at current address and ownership status. This analysis is based on survey responses from 191 residents in one urban community. Contrary to feminist theory, findings reveal strong agreement between men and women. There were, however, numerous differences within gender groups, especially among women. Implications for feminist scholarship, community practice, and social work education are discussed.     

Foster fathers performing gender: the negotiation and reproduction of parenting roles in families who foster

ABSTRACT

Foster care research and social work practice tend to focus on how women look after children living in foster care. This focus has limited our understanding of what it is that men do within foster caring families and they are automatically assigned secondary or breadwinning roles. Families who foster involve some form of renegotiation of roles to care for children they foster. While foster caring arrangements are internationally diverse, foster carers often work with social workers. It would therefore seem important for social workers to understand how foster carers negotiate their parenting roles. This paper reports findings from seven main caring foster-fathers who took part in a wider study involving twentythree foster-fathers. The evidence provided by these foster-fathers demonstrate they are highly motivated to care for children and, alongside delivering traditional parenting roles, they negotiate new, non-traditional parenting roles as foster-fathers. These new roles, taken on by foster-fathers, often challenge stereotyped masculinity while they also concurrently enact parenting norms. This study applied Judith Butler’s work on performing gender to foster caring families to theorise on the process whereby foster-fathers negotiate diverse masculinities and continue to reproduce gendered relations in foster caring families.     

Making Rape Education Meaningful for Men: The Case for Eliminating the Emphasis on Men as Perpetrators,Protectors, or Victims

Analysis of college men's responses to a fictional woman revealing a rape experience indicate that men want to know how to support women who have experienced rape, however, they feel unprepared to do so. Additionally, men reported their previous education on rape as insufficient, inappropriate, and irrelevant leading us to conclude that rape prevention strategies that focus on men as perpetrators, potential victims, and/or protectors are less than ideal for reaching men. However, based on the men's responses in the interviews and reflective writing pieces, we suggest that teaching men to be supporters or allies of raped women holds promise for making rape education relevant to the men. The paper concludes with suggestions for practitioners on how to meet current rape prevention goals while shifting the focus of the training for men and encourages further empirical testing.     

Personality in those entering social work training in England: comparing women and men

The ‘person of the social worker’ has long been considered a crucial aspect of social work. Such terms as ‘the person of the worker’ are complemented by an emphasis on both client/service user and worker as conscious subjects, the ‘use of self’, and the overarching importance ascribed by many to the relationship. Surprisingly, in view of this emphasis, there has been little attempt to look at the personality of those entering social work, or social work education. This is further emphasised by the gender imbalance internationally characteristic of social work and social care, in which women predominate. This study, carried out in two diverse English Universities, whose provision nevertheless reflected the undergraduate and postgraduate expectations of the Bologna Declaration, compares systematically the personality of men and women recruited to their social work programmes. Considerable differences between the sexes are found in certain key areas, with a tendency towards what is termed ‘robustness’ in men and ‘responsiveness’ in women. While the characteristics associated with both tendencies have appropriateness for social work, and results are highly nuanced, this does raise issues about characteristics, selection and possible gender biases. These are discussed.     

Social work as gendered issue from a generational point of view

Social work is a gendered activity in terms both of its workforce and of the students who enter this profession. In this paper we analyse the underlying dynamics of this phenomenon in the Italian context, according to the characteristics and points of view of different generations of social workers. Data from a 2008 survey of 1000 interviews and 50 in-depth informant interviews are considered. Two multinomial linear models have been included in order to analyse the perceptions of younger and older social workers with regard to social work as ‘female work’ or ‘male work’. The results show that the perception of social work as a matter of gender is stronger among younger social workers, and that the younger generations appear to be less oriented towards equal gender roles. Longer work experience contributes to explaining different gender models. The chronological age of social workers, however, seems to be a less important variable in explaining the differences between generations.     

Mentoring,Sexual Harassment,and Black Women Academics

ABSTRACT

The #MeToo Movement both within academia and popular culture has largely been seen as an issue for white women (and men). While the phrase Me Too was originally coined by Tarana Burke in 2006 to raise public awareness of sexual harassment, violence and assault experienced by women of color, the Movement has largely been whitewashed by primarily depicting victims and survivors as white women. Black women academics, like myself, also experience sexual harassment. By highlighting the ways that race-based sexual harassment further marginalizes already underrepresented groups in political science, I use my personal story to elucidate how a gender-only lens misses the complexities of Black women’s experiences with power inequities in academia. Throughout this narrative I underscore the importance of mentorship, professional networks, and the ability to harness scholarship as a vehicle to combat the pervasiveness of sexual harassment, violence, and assault for Black women in political science.     

Do Female Colleagues and Supervisors Influence Family Role Attitudes? A Three‐Level Test of Exposure Explanations Among Employed Men and Women in 27 European Countries

This study examines the relationship between various aspects of female labor participation and people's family role attitudes. Following exposure theory, we expect that individuals may adopt more egalitarian family roles as they are more often exposed to employed women because it dispels negative ideas about women's capabilities and brings them into contact with nontraditional networks. This study provides an elaborate test by examining the role of exposure to female colleagues and supervisors in three contexts: workplaces, occupational sectors, and countries. We found that the number of female colleagues at work and in occupational sectors was positively related to egalitarian family roles of employed men. Our study further showed that this positive relationship between exposure to female colleagues at work and men's egalitarian family roles was weaker in female‐dominated sectors. Remarkably, exposure to national female labor participation was not significantly related to the family roles of employed women.     

Gender,social change,and the professions: The case of pharmacy

This paper examines the nature of increasing female entry into the profession of pharmacy. Using data from a survey of Ontario pharmacists, it compares the work experiences and career paths of 668 men and women in the profession. In terms of hours worked, where they work, and the nature of the work that they do, we found considerable differences between males and females that are becoming increasingly pronounced as more women enter the profession. These findings are then discussed in terms of available theories of gender, professions and social change.     

Correlates of Homophobia and Use of Gay Affirmative Practice Among Social Workers

ABSTRACT

Research on social work practice with gay and lesbian clients has historically focused on examining social workers' attitudes towards gay and lesbian individuals, however, no studies have examined the relationship between attitudes and practice using validated measures to assess practice. The focus of this study was therefore to examine the relationship between attitudes and practice with gays and lesbians using the recently developed and validated Gay Affirmative Practice Scale (GAP). Significant relationships were found with the GAP and two measures of homophobia as well as with measures that assessed feelings about lesbians and gay men, contact with gays and lesbians, attendance at workshops that focused on gay and lesbian issues, relationship status, sexual orientation, political party, and primary area of practice. Relationships with measures of attitudes were also examined. Implications for social work practice, education, and research are discussed.     

Chronic Presenteeism: The Multiple Dimensions to Men's Absence from Part‐Time Work

While there is considerable debate in the popular press about the changing roles of men and women, labour force statistics suggest that there has been little change in the work patterns of men and women. Despite the increasing availability of part‐time work, men in professional and managerial roles are not considering part‐time as an option for them. Rather, there are increasing organizational pressures for men to be working long hours in the paid workforce. In this paper, men's absence from part‐time work is considered from a multidisciplinary perspective. Factors operating at the individual, social and organizational levels are identified and explored in terms of their impact on men's working patterns. A model is presented that characterizes men's absence from part‐time work as a result of the mutually reinforcing nature of these factors.     

Agents for Change and Changed Agents: The Micro‐politics of Change and Feminism in the Academy

This article explores gender politics and processes in the academy and investigates change from the perspectives of feminist academics. In particular, it explores the experiences of women academics attempting to effect change to the gendered status quo of their own institutions. Focusing on micro‐politics, the feminist movement is empirically explored in localized spaces of resistance and in the small but significant individual efforts at making changes in academic institutions. The analysis is based on interviews with female academics working in business and management schools and focuses on the challenges for change and how change attempts affect their personal and professional identities. The article explores the range of change strategies that participants use as they try to progress in their academic career while staying true to their feminist values and priorities through both resisting and incorporating dominant discourses of academic work. The analysis highlights such tensions and focuses on a contextualized, bottom‐up perspective on change that, unlike more totalizing theorization, takes into account mundane and lived experiences at the level of the individual.     

Getting to know reality and breaking stereotypes: the experience of two generations of working disabled women

This paper sets out the results of a Spanish study of the experience and meaning of work among disabled women of two generations, with three types of disability (physical, visual and hearing). Performing a socially recognised activity such as a job is a source of emotional welfare and self‐esteem. Moreover, it confers a certain social status. For the participants in this study the kind of work involved, whether productive, paid and ‘extra‐domestic’ or ‘reproductive’, unpaid and done at home, acquires different meanings, since for disabled women, sexist stereotypes – already more or less accentuated in the culture – social attitudes towards disability and personal factors introduce relevant differences, while leading to conflicts and dilemmas that these women have to solve. At any rate, their sense of responsibility in performing all types of work should be emphasised as evidence of their sense of independence and personal competence, forming a keystone in their construction of a sense of identity and social integration.