Social Work Training or Social Work Education? An Approach to Curriculum Design

Population ageing, economic circumstances and human behaviour are placing social welfare systems under great strain. In England, extensive reform of the social work profession is taking place. Training curricula are being redesigned in the context of new standards of competence for social workers—the Professional Capabilities Framework (PCF). Students must be equipped on qualifying to address an extensive range of human problems, presenting major challenges to educators. Critical theory suggests an approach to tackle one such challenge—selecting the essential content required for areas of particular practice. Teaching on social work with older people is used to illustrate this. Habermas' theory of cognitive interests highlights the different professional roles served by the social work knowledge base—instrumental, interpretive and emancipatory. Howe's application of sociological theory distinguished four social work roles corresponding to these. It is suggested that curriculum design decisions must enable practitioners to operate in each. When preparing students to work with older people, educators therefore need to include interpretive and emancipatory perspectives, and not construct social work purely as an instrumental response to problems older people present. This approach provides one useful rationale for curriculum design decisions, which is applicable to other areas of practice, and to contexts outside England.     

Instrumentalism,knowledge and gender in social work

Abstract

The new public sector managerialism of the 1990s has introduced a profound cultural change within social work organisations. It involves a substitution of knowledge which is primarily instrumental in character for the discursive, interpretive and reflexive knowledge on which social workers have traditionally relied in client-centred practice. This paper draws on perspectives from critical theory and psychoanalysis and argues that, despite the apparent neutrality of managerialist discourse, it is both ideological and gendered. It encourages the construction of rigid socially structured defence systems within welfare organisations and is inimical to the kind of thought which can engage with interwoven emotional and material needs to develop reparative practice. Furthermore it is in danger of undermining precisely those forms of supervision that can sustain professionals in the face of the emotional impact of relationships with distressed and damaged people.     

Enacted social systems: A critique of determinism

A systems approach and interpretive insight can be drawn upon in ways which are mutually enriching to develop the concept of enactment in social systems. Various aspects of the problem of determinist reasoning are addressed to demonstrate these possibilities. We defend the systems approach against charges that the underlying assumptions are those of realism and functionalism, entailing an incapacity to deal with outlook and conflict. We explore two areas of determinist reasoning: technological determinism and discourse approaches which appear to leave out agency. The analysis calls into question the notion that interpretive and systems perspectives represent incommensurable paradigms.     

Using portfolios to stimulate critical thinking in social work education

Each generation of social work educators has grappled with the best way to teach students to become competent social workers. Critical thinking has become one goal in social work education. This paper is premised on the assumption that social work students can develop critical thinking abilities through portfolios. The theory behind the use of portfolios in social work education is a 'hand-in-glove fit' with critical thinking. In addition, portfolios are consonant with social work values of self-determination and individualisation. Portfolios are compendiums of purposefully selected student work to show that the objectives of a programme have been met. They are also useful as an alternative method of student evaluation. Portfolios and critical thinking are partners in educating students to become competent social workers.     

Politics and Positionality: Engaging with Maps of Meaning

This article considers critical social work education within the context of the challenges associated with the increasingly neoliberal, corporate and competitive nature of higher education and human service provision. The metaphor of maps is used as a framework for exploring the potential for transformational learning opportunities associated with alternative ways of thinking about teaching and learning. Countering the neoliberal tendency to depoliticise, metaphors of maps and map-reading, as discussed here and applied to social work education, evoke diverse perspectives and engagements in relation to the politics of knowledge, knowing, theory and practice. In emphasising the partiality of knowledge, the indivisibility of the ‘knower’ and the ‘known’ and, as such, the personal and the professional, efforts to cultivate critical consciousness, thus, enable different conversations. The central premise of this article is that in offering opportunities for engagement which open up rather than close down the space for meaningful dialogue, educators may contribute, in profound ways, to both student development and the (re)shaping of public discourse.     

The Intersection of Social Process and Social Structure Theories to Address Juvenile Crime: Toward a Collaborative Intervention Model

Juvenile crime has long been a pervasive social problem and the target of various intervention efforts. These efforts are ultimately orchestrated by the theoretical lens through which juvenile crime is viewed. This article illustrates the utility of examining theoretical perspectives to inform interventions by presenting a critical analysis and proposed synthesis of two major theories in this area; social learning theory and social disorganization theory. Results of this analysis suggest that both be considered and merged in developing potential solutions. Removing professional silos and developing interdisciplinary approaches aimed at improving outcomes for youth, their families, and communities are critical.     

文化、制度与结构:中国社会关系研究

非正式关系渗透在政治和经济领域的正式组织和科层体系之中,被认为是中国社会关系的重要特征。本文梳理韦伯以来讨论中国社会关系的重要研究,归纳出四种讨论中国社会关系的不同路径:"特殊主义"和科层制、庇护主义、儒家社会理论与"关系",以及社会网络研究。这些路径在理论背景、研究主题和写作时间上各有特点,有些路径中还隐藏着不同程度的价值判断。梳理显示出三支讨论社会关系的脉络:侧重特定政治经济背景的制度视角、侧重伦理涵义的文化视角,以及社会网络分析所代表的结构视角。本文认为,应当将文化、制度与结构视角相结合,分析社会关系的结构特征与伦理内涵为转型社会的科层制建设以及制度变迁提供了怎样的基础。     

A Multiple Perspective Approach to Using Micro Theory

This paper examines attempts to synthesize three micro-level sociological theories, namely symbolic interaction, exchange theory, and the construction of social reality. The author argues that although these perspectives are not based on totally incompatable assumptions, previous attempts to synthesize have not been useful in directing the course of research. An alternative to theoretical synthesis, using multiple perspectives, is suggested, and examples of multiple paradigm use are presented.     

The Concept of Oppression and the Development of a Social Theory of Disability

In this paper it is argued that a social theory of disability can best be developed through the use of the concept of oppression. This concept is outlined, and special emphasis is placed on the importance of the social origins of impairment in such an analysis. The ways in which this approach would utilise data gathered from other theoretical perspectives is indicated. General features of a theory of disability as oppression are specified.     

Thinking from experience in psychosocial practice: reclaiming and teaching ‘use of self’

A course based on psychosocial theory and students' experiences in practice has been taught in the UK, Norway and Quebec. It departs from the classical social work concept ‘use of self’ and aims to help novices in health and social work to understand how the social world is internalised and re-produced and the value of thinking from experience. International developments such as, competency-based education, New Public Management and evidence-based practice reduce opportunities for experiential learning. This trend has been exacerbated by a focus on anti-oppressive practice without a corresponding understanding of how oppressive relations are internalized and enacted by defended and conflicted subjects. Attempts to rectify a relational deficit through traditions of reflective practice and critical reflection are important developments, but could be further strengthened by psychosocial and psychodynamic perspectives. The course combines critical, contextual and relational thinking for students in caring professions.     

Reframing Black Perspectives in Social Work: New Directions?

This paper aims to focus on the politics of exclusion by opening up a debate about black perspectives in social work and articulates a comparative assessment between the UK and USA which includes contributions from social and political theory, particularly the ‘politics of recognition’. The paper begins by mapping the territory denoted in the growth of ‘studies’ in sociology and academia. Following these discussions, I review criticisms and possibilities of anti‐racist social work and black perspectives to argue that in the British context, the dilution of anti‐racist social work into a discriminatory practice framework undermined the place of black perspectives in social work education. In the next section, a reframing of black perspectives is envisaged with implications for social work learning and practice. By attending to these issues, social work learning and practice can support a more inclusive approach to professional knowledge which recognizes changing patterns of social life, complexity and multiple perspectives.     

Three generations of comparative welfare theory: From convergence to convergence

There are many theoretical perspectives on the welfare state. These include the Marxist (Offe 1974), social-democratic (Esping-Andersen 1990), citizenship (Marshall 1950), and pluralist approach (Gilbert 1983; Johnson 1987) to name only a few. Two main approaches have been used to organize these theories of the welfare state and locate them within broad analytic frameworks. One method, the typological approach, develops classification systems which conceptualize welfare state theories according to their purpose. This view does not impose any sort of linear or temporal structure on the theories, but groups together those which advance our understanding of the welfare state in similar ways. The second main approach to organizing welfare state theory is a historical-classification based on dominant theoretical orientations. This paper develops a third method for the analytic classification of welfare state theory, which involves a historical-evolutionary approach. This approach rejects the historical-dominant premise that different stages are dominated by alternative theories, and poses instead an evolutionary model under which two main lines of theoretical orientation compete, are reformulated, and empirically refined overtime.     

A figurational approach to understanding school climate and peer harassment: Possibilities from Norbert Elias’s work

Although psychological approaches have been the mainstay of scholarly research on school climate, offering state-of-the-art measurements and methodologies, sociological perspectives remain essential perspectives because violence is essentially a social phenomenon. This paper offers a theoretical consideration of contributions to this field, focusing specifically on those that provide a critical historical lens. I suggest that while Foucault's approach to the disciplining of docile bodies and self-restraint offers crucial conceptual tools, Norbert Elias's work—which is scarce in scholarly research on school climate—provides a complementary but necessary framework for understanding emotional and relational aspects of peer harassment.     

Alternative Perspectives on Community Impacting: Toward Complementary Theory and Application

Community impact analysis has been limited in applied effectiveness and sociological contribution because of its primary reliance on an ecological system paradigm and the conservative ideology imbedded therein. It is argued that the quality of community impact analysis and similar social change work would be improved by increased concern with matters of theory. Specifically, improvements can come from: (1) use and further development of alternate sociological perspectives appropriate to the impacting topic, especially those perspectives that deal with community and adaptive processes; and (2) empirical determination of the extent to which various theoretical perspectives fit conditions of specific community cases. The concerns of critical and interactionist theory are discussed as alternatives to the dominant structural-functional perspective, and a case is made for blending perspectives consistent with themes of "general systems" theory. This blending incorporates structural concerns, but offers more complete guidance by emphasizing relevant process considerations. Aspects of the "dramaturgical" analogy, applied more broadly than usual, illustrate abstract points in the complementarity of the several theories.     

Talking about race using critical race theory: recent trends in the Journal of Marital and Family Therapy

This study uses critical race theory as an interpretive lens to critique recent race related articles in the Journal of Marital and Family Therapy (JMFT). Our primary goal is to contribute to and inspire dialogue about the perspectives marriage and family therapists (MFTs) are taking in relationship to race. We situate our exploration within the broader context of continuing professional education. We describe the main themes of critical race theory and use them as the conceptual framework. Analyzing 127 articles, we found that only topics related to couples and divorce occurred more frequently than race and social justice. Within the articles on race, evidence suggests that issues of race and racism are emerging as key informants of MFT practice. We point to areas for consideration in future MFT research and practice.     

The Contribution of Social Movement Theory to Understanding Terrorism

The study of terrorism and political violence has been characterized by a lack of generalizable theory and methodology. This essay proposes that social movement theory can contribute a necessary conceptual framework for understanding terrorism and thus reviews the relevant literature and discusses possible applications. Terrorism is a form of contentious politics, analyzable with the basic social movement approach of mobilizing resources, political opportunity structure, and framing. Cultural perspectives call attention to issues of collective identity that allow for sustained militancy, and movement research recommends alternative conceptions of terrorist networks. Previous research on movement radicalization, repression, and cycles of contention has direct bearing on militancy. Emerging perspectives on transnational collective action and the diffusion of tactics and issues informs an understanding of contemporary international terrorism. Research on movement outcomes suggests broader ways of considering the efficacy of political violence. Finally, methodological debates within the study of social movements are relevant for research on terrorism. In sum, a social movement approach to terrorism has much to contribute, and research on terrorism could have important extensions and implications for social movement theory.     

Cosmopolitics: towards a new articulation of politics,science and critique

This paper explores how Ulrich Beck's world‐risk‐society theory (WRST) and Bruno Latour's Actor‐Network Theory (ANT) can be combined to advance a theory of cosmopolitics. On the one hand, WRST helps to examine ‘cosmopolitan politics’, how actors try to inject cosmopolitanism into existing political practices and institutions anchored in the logic of nationalism. On the other hand, ANT sheds light on ‘cosmological politics’, how scientists participate in the construction of reality as a reference point for political struggles. By combining the WRST and ANT perspectives, it becomes possible to achieve a more comprehensive understanding of cosmopolitics that takes into account both political and ontological dimensions. The proposed synthesis of WRST and ANT also calls for a renewal of critical theory by making social scientists aware of their performative involvement in cosmopolitics. This renewal prompts social scientists to explore how they can pragmatically support certain ideals of cosmopolitics through continuous dialogues with their objects of study, actors who inhabit different nations and different cosmoses.     

Practice in Formulating Public Opinion

The social studies classroom can and should be a place where students learn critical thinking skills, but too often, especially in the middle grades, students are asked to focus on discrete facts on which they can be tested. The purpose of this article is to suggest that sixth graders can learn the critical thinking skills of “historical thinking” by discussing big ideas and essential questions and to provide a framework for a middle school unit of study on Ancient Egypt.     

Theoretical Blockage: a Strategy for the Development of Organizational Theory*

In recent years the field of sociology and the subfield of complex organization have experienced a series of running debates between persons subscribing to structural approaches and those holding to interaction perspectives of scientific inquiry. Drawing upon Spinner's (1973) discussion of the types of intertheory relationships, this paper extends his analysis by drawing attention to the Polanyi-Hanson-Kuhn position on the fundamental nature of theory-laden observation. A methodological rule is proposed, using theoretic blockage as the basis for alternate shifting between diverse theories. In this manner, tenets of various theoretic perspectives can serve as heuristics to a more informed analysis. A theoretical discussion of power, deference, and social coordination is used to illustrate how the methodological rule of theoretic blockage can be employed to advance organization theory. I argue that the theoretical diversities in the subfield of complex organization can provide an excellent arena for exploring critical intertheory dialogues which can advance our knowledge of organizations. At the same time they can serve as a testing ground for general intertheory and interdisciplinary linkages.     

Reconceptualising professional knowledge: the changing role of knowledge and evidence in social work practice

New socio-economic conditions have necessitated different approaches to professional learning and decision-making and alternative perspectives are required to properly understand and engage with the complexity of the world of work, learning and doing. This paper considers the international literature in relation to professional learning in the context of evidence-based practice and knowledge exchange, and considers how we might overcome existing barriers to implement a more knowledge-based approach to social work practice. By adopting actor network theory and socio-material theories, this paper begins to consider alternative perspectives on professional learning and knowledge exchange as implementation in social work. The paper argues that the production of knowledge itself is not enough to guarantee that even the best knowledge will have any utility in practice and that we now need to search for more effective ways of generating and implementing new knowledge. Furthermore, more attention needs to be given to how current approaches to research design, dissemination and implantation could become more meaningful for practice.