This article links the development of service user involvement championed in the United Kingdom to two examples in Dutch-speaking qualifying social work programmes: one from Belgium and one from the Netherlands. In both projects, a longer lasting cooperation with more marginalised service users was established. The Belgium project highlights social work lecturers and service users living in poverty, working in tandem to deliver a module to social work and socio-educational care work students. The example from the Netherlands involves young people from a homeless shelter as peer-researchers, working together with social work students.
Both projects, one focusing on social work education and on social work research, highlight striking similarities in the positives and challenges of working with service users including how this challenges both groups preconceptions of the other, deepens learning but also creates greater potential for confrontations which need to be managed creatively. The article also identifies the pre-requisites for this to be effective including appropriate resourcing, training, facilitative skills and acknowledges that collaborations can be extremely fragile. However, such projects need further investment, experimentation and implementation on an international scale to share learning and promote creative approaches for the development and learning of social work students. 相似文献
The international field placement is a site of both identity confusion and identity development for the social work student. Aiming to develop their professional identity they are faced with a challenge: the presence of two dominant identities, the tourist identity and the student identity. Whilst the embodiment of the tourist identity has often facilitated the student’s motivation to undertake the placement experience, the student identity is what both university staff and agency field educators perceive as integral to student engagement in this remote educational setting. Social work educators perceive this identity challenge as an impediment to learning. In contrast, students report feeling that their tourist traits strengthened their personal and professional capacity, natural curiosity and ability to engage with the local community. By analysing the roles of university staff as liaison support, and field educators as agency supervisors, it is possible to explore a teaching and learning relationship that is student-centred, grounded in the immersive international experience. Through privileging the student’s voice social work educators involved with organising, supporting and supervising international field placements are able to understand the placement as a continuum of learning. On this continuum identity reconciliation is viewed as a crucial element in the development of a professional identity. 相似文献
Les auteurs examinent la différence entre fuites et alertes, ou dénonciations, notamment quant à la protection de leurs initiateurs. A ce propos, ils étudient les dispositions des conventions internationales sur les droits de l'homme et la corruption, ainsi que les textes en vigueur en Allemagne, aux Etats‐Unis, en France et au Royaume‐Uni. Leurs résultats mettent en évidence la complexité et les contradictions des questions en jeu: intérêt général et intérêts individuels, commerciaux et financiers; abus de pouvoir; sécurité et confidentialité face à la communication électronique; place de l'individu dans l'application de la loi; relations d'emploi. 相似文献
The present study explores a topic which has been under-studied to date, namely the identity formation of Chinese PhD students in relation to study abroad. Underpinned by Giddens’ ‘reflexive project of the self’, which privileges agency and reflexivity, and using a narrative inquiry approach, it presents four students ‘stories’ collected through semi-structured interviews and focus group discussions. In building a picture of the ways in which students’ self-identity is shaped by and shapes their experience of study abroad, the stories illustrate individual agency, motivation, self-determination and reflexivity. In doing so, they challenge the essentialised view of Chinese students as a homogeneous and sometimes problematic group and point to implications for action by the host institutions. 相似文献
Global union federations (GUFs) and multinational enterprises (MNEs) have been concluding “international framework agreements” (IFAs) to protect their interests amidst the globalizing economic landscape. By modelling the underlying bargaining processes, the authors show that IFAs can be expected when both sides exhibit risk aversion, although the agreement will favour the less risk‐averse side. Since globalization has created fewer vulnerabilities for MNEs than for GUFs, IFAs have so far typically delivered only minimal benefits for labour. But this should change in the future if strengthened transnational union capacities and abilities to threaten MNEs with reputational costs bring greater equalization of attitudes towards risk. 相似文献