Thinking with the Sardinian: Antonio Gramsci and social work

Antonio Gramsci (1891–1937), who died over 70 years ago, produced a complex body of theorisation which is mostly ignored within social work. In this paper it is maintained that there are a number of obstacles presented for those reading Gramsci. Nonetheless, these obstacles should not deter us from trying to engage with Gramsci. After briefly outlining his biography, the article focuses on just two of his key thematic preoccupations. First, the related ideas of Americanism, Fordism and Taylorism; second, the concept of hegemony. Although conceding that there are problems with his work, it will be argued that these theoretical formulations continue to be of potential use and might aid our understanding of social work and related forms of activity during a period of neoliberal inspired transformations. Furthermore, thinking with Gramsci, and other social theorists, might enable the social professions to help construct counter hegemonic strategies.     

Emancipatory engagement: An urban womanist social work pedagogy

ABSTRACT

Standing on the hope of the initial social work course from 1914 at Morgan College, this article provides insight into the significant learning outcomes of contemporary students in advanced social work practice with urban African American families. This research introduces the conceptual framework of urban womanist social work pedagogy as an inclusive practice-informed knowledge produced through the rituals, traditions, values, culture, and resilience of historically disenfranchised communities. Urban womanist social work teaching methods honor truth telling from the ones who have lived there. Urban womanist social work affirms transformative-centered research, teaching, and scholarship produced through institutions such as historically black colleges and universities (HBCU’s). The students’ reflective narratives reveal a process of transformation, centered in the freedom standpoint, which includes recognizing the location and context of their individual and collective identity as African Americans in the profession of social work. Urban womanist social work pedagogy cumulatively equips our students with intergenerational knowledge that inform their assessment of critical issues in Baltimore’s African American communities.     

Developing the critical intercultural class-space: theoretical implications and pragmatic applications of critical intercultural communication pedagogy

Teaching intercultural communication presents pedagogical challenges due to the breadth and depth of the discipline and its recent critical turn. Teaching it with a social justice mission, and guiding students to understand critical and postcolonial approaches to its practice, requires complex and multifaceted approaches so as not to oppress or misrepresent marginalised populations. This essay addresses critical intercultural communication pedagogy as a shared system of knowledge among teachers and students, all participants in the cyclical process of learning. Critical intercultural communication pedagogy is presented from a Freirean perspective, as shared ownership of knowledge, including didactic, experiential and reflexive approaches to learning, with educational outcomes that include empathy, connection and ethical responsibilities towards social justice globally and locally. First, several definitions and theoretical perspectives are traced. Next, three short case studies of critical intercultural communication pedagogy (CICP) present varying approaches to teaching critical intercultural issues across diverse populations. Each of the studies is analysed for how the application of different CICP and cosmopolitan pedagogical activities impacts educational outcomes and processes for intercultural students. Finally, several recommendations are given for future scholarship, along with a concluding remark that describes the work’s contribution to critical intercultural communication pedagogy and to the discipline as a whole.     

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.     

Community well-being as a critical component of urban lake ecosystem health

Urban lakes are often monitored and managed with limited consideration of adjacent communities. Generally, when communities are considered in relation to urban lakes, they are viewed simply as sources of pollutants. Given the inevitable interactions between an urban lake and the surrounding inhabitants, the community must be considered explicitly when assessing the ecosystem health of urban lakes, as the two entities intrinsically comprise interrelated parts of a single ecosystem. In this study, the reciprocal links between a residential community and a series of urban lakes in South East Queensland have been examined to facilitate a dynamically linked, fully integrated ecosystem health assessment of constructed urban lakes. Residents’ attitudes towards, and values derived from, a series of urban lakes were surveyed, as well as residents’ behaviours which may impact upon urban lake health. The results indicate that residents derive both tangible and intangible benefits from the urban lakes, but feel little responsibility for lake health or custodianship over the lakes. Greater recognition within urban lake management frameworks of the links between urban lake systems and their surrounding communities may help to foster and enhance both community well-being, a greater sense of custodianship for such systems and improved management.     

Teaching social research methods after the critical turn: challenges and benefits of a constructivist pedagogy

An increasing challenge for teaching methods courses in the social sciences is the ‘critical turn’, which has encouraged some students to adopt an anti-empirical orientation. We present a case study of a compulsory undergraduate methods course in a political science department strongly influenced by post-structuralist philosophies. The first author redesigned the course to implement four constructivist pedagogical principles: (1) develop a full understanding of students’ pre-existing perceptions of political science research methods; (2) encourage students to see methodology as an inevitably contested field; (3) provide space for students to choose a methodological approach that best aligns with their personal stance on knowledge; and (4) encourage students to view research as an ongoing ‘conversation’. We critically reflect on the implementation of these constructivist pedagogical strategies and argue they improve students’ critical engagement with course material, increase linkages between methods teaching and other disciplinary subject matter, and accommodate diverse student perspectives and needs.     

Social work for critical peace: a comparative approach to understanding social work and political conflict

ABSTRACT

This paper uses a case study approach to explore issues of social work policy and practice in three sites of political conflict in Europe: Northern Ireland; Bosnia and Herzegovina; and Cyprus. It begins with a review of the international literature on social work and political conflict and then discusses the strengths and limitations in engaging with comparative case study approaches. The authors explain how they view the writing of the paper as an intellectual encounter that helped establish the beginning stages of their comparative analysis. This starts with an analysis of the existing knowledge base about the three case studies that each share similar patterns of colonial histories, political and community conflict and the social work response. The second part of the paper extends this analysis to a critique of the impact of neo-liberal social and economic policies that often adversely impact upon the role of social workers in resolving conflict and building peace. The paper concludes with an appeal for social work to rediscover its rights-based role in working with victims and survivors of political conflict, what the authors describe as: ‘social work for critical peace’.     

Becoming-care: reframing care work as flesh work not body work

ABSTRACT

This paper highlights the central role of the flesh within care relationships and how this disrupts and progresses existing understandings of care work. It is argued here that care work is a connected and fluid assemblage of diverse and changeable factors and that this relationship is best understood as a form of flesh work. Seeing care work in this way allows the care relationship between the person being cared for and the carer/s to be seen as a process of becoming; framed here as becoming-care. To illustrate this, two examples of a care relationship taken from a previous project are presented and discussed from a deleuzoguattarian standpoint. In this way, care work is assessed and theorised at the ontological level, resulting in the formulation of an alternative way of seeing care work that perhaps better reflects its reality – where the flesh is vital.     

Nature and social work pedagogy: How U.S. social work educators are integrating issues of the natural environment into their teaching

ABSTRACT

The article presents a study of how U.S. social work educators are including discussion, exercises, readings, and other pedagogical approaches to the natural environment into their classrooms. The findings are part of a larger, naturalistic study that gathered data using a semi-structured interview format. The three major themes that emerged were human behavior theory, ecological and environmental justice, and environmental sustainability. The participants are introducing issues of the natural environment using varied pedagogical techniques including readings, in-class discussions and exercises, service learning, assignments, including written and practical work, research, self-awareness exercises, and class facilitation. Questions for further investigation of social work and the natural environment are included.     

Community work and community care: Links in practice and in education

This article emphasises the individualising nature of much current community care provision and then discusses opportunities which may have been presented by the emphasis on user-empowerment within the community care changes. Drawing on personal experience and written from a perspective that we need a community care provision infused with the practices and values of community work, the article considers how community work needs to change and how community care workers need to change. The implications for social work educators are brought out throughout the article.     

Public relations education in a divided society: PR, terrorism and critical pedagogy in post-conflict Northern Ireland

Most students entering higher education in Northern Ireland's two universities have experienced a highly segregated educational system since they were five years old. This context creates a specific set of issues and problems for the educator who wishes to engage with student groups in a critical analysis of complex and controversial topics within the curriculum. This article presents the results of a research project which was designed to assess student (and educator) experiences of studying the issue of ‘PR and terrorism’ at Northern Ireland's largest university. Data was gathered from undergraduate public relations students using survey questionnaires (administered before and after the teaching and learning experience). The educators engaged in this activity also report on their own ‘participant observation’ experiences and reflect critically upon the role academic staff might play in developing pedagogic practices which are accepting of diversity in respect to controversial and complex curriculum topics.