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’.     

Bioecological Implications of Narrative Exposure Therapy in Low‐Resource Settings: Individual,Family, Community,and Socio‐Political Contexts

Traumatic stress can have detrimental effects on individuals, families, and communities. Narrative exposure therapy (NET) is an evidence‐based intervention for decreasing individuals’ post‐traumatic stress disorder (PTSD) symptoms and has been tested in some of the most challenging contexts, such as in post‐conflict refugee camps. Although the focus of NET is on reducing individual PTSD symptoms, the impact of NET can be seen beyond the individual level. The purpose of this paper is to examine some of the ecological implications of using NET with trauma‐affected populations in low‐resource settings. We describe the implications of NET at the family, community, and sociopolitical levels using several case examples. Finally, we outline limitations and future directions for improving the delivery of NET in settings with limited resources.     

De Jure vs. De Facto Rights: A Response to “Human Rights: What the United States Might Learn from the Rest of the World and,Yes, from American Sociology”

Blau's ( 2016 ) argument for a Constitutional Project implies that changes in the U.S. Constitution would ensure fundamental adherence to human rights standards. We disagree with the assumption that legal and institutional instruments are guarantors of human rights practice. Instead, we see rights practices as the function of power struggles that include but go far beyond formal law. Instead, we emphasize an important distinction between de jure human rights instruments and de facto human rights practice, arguing that the focus on de jure instruments and legal discourse misses the significant effect of social movements and direct action that secure rights practice. De jure instruments may codify human rights and enumerate them as important, but they do not carry the authority of enforcement. We argue that the pursuit of human rights must be reframed to include both de jure and de facto human rights terrains. While charitable provisions from generous states can temporarily relieve specific human rights abuses, universal human rights practice requires establishing the fundamental political primacy of the people through the processes of the human rights enterprise.     

Developing family-based care: complexities in implementing the UN Guidelines for the Alternative Care of Children

In response to immense challenges facing children in out-of-home care in all parts of the world, there is a growing international trend towards the development of family-based placements for children in out-of-home care, away from large-scale institutions. This development of family-based care within a range of care options is recommended within the international Guidelines for the Alternative Care of Children (the Guidelines), which were welcomed unanimously by the United Nations General Assembly in 2009. This paper offers an overview of these guidelines’ key principles, and considers the complexities that arise in efforts towards their implementation. Drawing on the literature, supported by research that informed Moving forward (the implementation handbook on the Guidelines) and illustrated by practice examples from across global regions, the authors examine three fundamental challenges in States’ efforts to implement the Guidelines’ ‘suitability’ principle, namely: de-institutionalising the care system; financing suitable family-based care and supporting the suitability of kinship care. The paper critically reflects on de-institutionalised systems and practices, and the cross-cultural assumptions about suitable foster and kinship care that emerge in efforts towards de-institutionalisation; it aims to spark new thinking on strategic ways in which alternative care is planned and delivered, to impact on future practice.     

Reproducing Social Conditions of Poverty: A Critical Feminist Analysis of Social Assistance Participation in Ontario,Canada

This study uses repeated Cox Proportional Hazards models to explore the characteristics significant in predicting social assistance (SA) exit rates in Ontario, Canada. The results indicate that gender, age, immigration status, family structure, and presence of children significantly affect the likelihood of SA exit. Interpreting these findings through a critical feminist lens, I highlight the structural barriers that potentially influence people’s trajectories. Social policies that might better address the lives of women and other groups are explored, and a human rights framework is discussed as one avenue to advance poverty reduction efforts.     

Kevin and Peter: responses to two ‘preventable deaths’

European welfare states have substantial provision to ensure that children are brought up in conditions that meet the articles of the United Nations’ Convention of the Rights of the Child. In our analysis of two preventable deaths in Germany and England, we focus primarily on Article 18, which directs states to ensure that there is adequate provision to support parents in their responsibilities, and Article 19, which ensures children’s safety and protection. We outline the legal framework, which existed at the time of two child deaths: Kevin from Bremen and Peter in London, both young children who were subject to formal state supervision and oversight. The events – including the press response, their aftermath and the subsequent changes to social work practice through legislation and guidance will be examined. Our subsequent analysis will evaluate the extent to which events altered the balance between Articles 18 and 19 in the two countries, and the extent to which a Children’s Rights approach in this area offers new insights. The analysis will suggest that a rights-based approach offers some benefits for a comparative framework and understanding child and family social work, but also that it is not without some difficulties.     

Social work students’ perspective on environmental justice: Gaps and challenges for preparing students

ABSTRACT

The integration of environmental justice into social work education, research, and practice has grown substantially in the past decade. However, social workers still report feeling unprepared to address these challenges with their clients and communities. To understand the disconnect between education about and application of environmental justice principles, semi-structured qualitative interviews were conducted with graduate social work students (n = 14). Findings suggest this disconnect is catalyzed, in part, by the environment’s meta nature and a lack of facilitated education on the dynamic feedbacks between the physical environment and social justice issues. Implications for social work educators are discussed.     

Practising social work in a ‘stateless state’; an exploration of the views,experiences and practice of children and family social workers in the West Bank and East Jerusalem

In over 65?years of conflict that followed the creation of Israel and the subsequent occupation of Palestinian land, the official international organizations representing the profession of social work have been in a state of avoidance with regards to dealing with crucial questions about social work under occupation. Until, last year hardly any relevant statement could be traced in the archives of the International Federation of Social Workers and the International Association of Social Workers referring to this issue. This article attempts to provide an initial exploration of the views and every-day professional lives of children and family social workers in the West Bank and East Jerusalem. The authors investigate and reflect on the challenges and opportunities Palestinian social workers face while working in the context of military conflict. There is a particular focus on the impact of the occupation of Palestinian lands and the experiences of trauma affecting children who seek the support of social services.     

Human rights at the heart of the social work curriculum

ABSTRACT

Social work policy and practice all over the world continue to face the impact of the neoliberal agenda. Similarly, social work education has been subject to the economic and political changes, with an increasing emphasis on a discourse of ‘evidence-based practice’. However, it is the core of social work programs in higher education to initiate students in the fundamental values of social work, as they are recognized in the global definition of social work. In order to prepare future social workers for their assignment, human rights should be given an explicit place in the social work curricula at Universities and Universities of Applied Sciences.

For human rights to gain more attention in social work programs in higher education, a Manifesto was written by lecturers’ social work in the Netherlands and Flanders, with a 5-point program to include human rights in the social work curricula. In this article, we elaborate on the five objectives that are presented in the Manifesto. Throughout the paper, we introduce small ‘case examples’ of how human rights can be integrated in education. These experiences show the importance of developing a particular social work perspective on human rights that is found in the idea of ‘human rights from below.’     

Teaching Policy Practice in a Global Context

Abstract

Rapid global change, massive world migration, and increasing political and economic uncertainty demand that policy practice be taught from a global perspective. If social work students are to be effective policy practitioners and advocates, they need skills to consider local, national, international, and global issues as the context for policy analysis and action. This paper focuses on implementation of a new policy practice course built on the foundation of international human rights emphasizing comparative policy analysis and principles of liberty, equality and justice within a social development perspective. Recommendations include assignments, suggested texts, and classroom activities.     

Citizenship, immigration, and the European social project: rights and obligations of individuality

As envisioned by T.H. Marshall, social citizenship was a corrective to the injustices caused by the capitalist market. Entitlements and protections guaranteed by the welfare state would prevent social and economic exclusions that civil and political rights, on their own, simply could not. Such protections consequently would ensure social cohesion and solidarity, as well as a productive economy and market. European welfare states successfully followed this formula for the most part of the post-World War II period, however the last couple of decades witnessed significant changes. For one, the very meaning of 'work' and 'worker' on which the welfare state is based has changed - flexibility, risk, and precariousness have become defining elements of working life. The welfare state itself has gone through a transformation as well, increasingly moving away from a system of 'passive benefits' to 'social investment' in human capital. These developments are coupled with an emphasis on education in 'active citizenship', which envisions participatory individuals who are adaptable in an increasingly globalized society, and ready to contribute at local, national and transnational levels. The emergent European social project draws on a re-alignment between these strands: work, social investment, and active participation. In this article, I consider the implications of this project for immigrant populations in Europe in particular and for the conceptions of citizenship and human rights in general. In contrast to the recent commentary on the neoliberal turn and the return of nation-state centered citizenship projects in Europe, I emphasize the broader trends in the post-World War II period that indicate a significant shift in the very foundations of good citizenship and social justice. The new social project transpires a citizenship model that privileges individuality and its transformative capacity as a collective good. Thus, while expanding the boundaries and forms of participation in society, this project at the same time burdens the individual, rather than the state, with the obligation of ensuring social cohesion and solidarity, disadvantaging not only non-European migrants but also the 'lesser' Europeans. The new social project brings into focus the relationship between universalistic individual rights and their effective exercise. I conclude that rather than treating human rights and citizenship as a dichotomy we should pay attention to their entangled practice in order to understand the contingent accomplishments and possible expansions of citizenship in Europe.     

An ‘action‐poor’ human rights education: a critical review of the development of human rights education in the context of civic education in Hong Kong

In Hong Kong, human rights education (HRE) is considered an aspect of civic education. For decades, HRE has been poorly attended. In 2009, a new compulsory subject, Liberal Studies, where HRE can be infused, will be introduced to senior secondary students (15–18 years old). This article reviews the development of HRE within civic education, followed by the analysis of Liberal Studies documents with reference to international human rights documents. It is concluded that Liberal Studies can be used as a vehicle for HRE. The aims and pedagogy proposed are similar to those adopted by HRE. International standards of human rights can be incorporated in the content. However, the HRE derived from Liberal Studies is a form of ‘action‐poor HRE’. Whether this ‘action‐ poor HRE’ can adequately cultivate a universal human rights culture is an issue for further research.     

The transformative power of civil society in South Africa: an activist’s perspective on innovative forms of organizing and rights-based practices

ABSTRACT

This essay analyses recent campaigns to fulfil human rights to quality basic education and access to mental health care services, led by SECTION27, a social justice organization in South Africa. It investigates how these campaigns were able to impact on inequality in education and health care and the ways in which they mobilized and empowered communities to demand social justice and drive pro-poor transformation. In particular, it looks at the way SECTION27 used human rights law and the Courts to advance social justice. It records many positive outcomes. But concludes by asking whether, if inequality is enabled by elite power can it only be disabled by people’s power? How can civil society overcome fault-lines in its sustainability, representativity and power structure? It argues that civil society must do more to tackle the systems and not just scratch at the symptoms of a more and more unequal world.     

Attitudes toward poverty among exit students of undergraduate social work programs in eight Latin American countries

What is the attitude of Latin American undergraduate social work students toward poverty? An earlier study from Europe and other countries worldwide found that most graduating social work students who participated in the research were clear about the socio-structural causes of social problems such as poverty. Still, no data on this topic is available for Latin American countries. The aims of this study were: (1) to describe and to compare eight Latin American graduating undergraduate social work student groups regarding their attitudes toward poverty, as measured by two scales: Causes of poverty scale and Ways of dealing with poverty; and (2) to discuss some of the implications of the study for social work education and practice. Using a quantitative transnational-comparative design, a total sample of 525 nonrandomly selected, graduating undergraduate social work students from eight Latin American countries responded to a self-administered questionnaire. An individualistic attitude to understanding and to dealing with poverty emerged in the majority of the student groups. Multivariate procedures and inferential analyses demonstrated variations across the student groups. Implications for social work education and practice are discussed.     

The social movement for reproductive justice: Emergence,intersectional strategies,and theory building

This article reviews the literature on the reproductive justice social movement and provides an overview of its main theorical and empirical foundations and contributions. It begins by tracing the emergence of reproductive justice, grounding it in longstanding histories of resistance and Black feminist theorizing. It highlights intersectionality as a social movement strategy and tactic embraced by reproductive justice activists, and highlights reproductive justice organizing and scholarship that contributes to our theoretical understandings of the racial politics of reproduction and abolition. In so doing, this piece makes two interrelated contributions. First, it argues reproductive justice generates material and theoretical contributions beyond the scope of what is possible for reproductive health and rights frameworks. Second, it demonstrates that bringing reproductive justice into the focus of sociological inquiry is important for advancing social science scholarship.     

Conformists & mavericks: introducing IT-enabled plurilingual pedagogy informed by the CEFR in high school French immersion

This exploratory case study investigates pathways taken by a Canadian French immersion high school teacher invested in pedagogical change. To fairly evaluate the successfulness of her attempt to effect change, Cummins’ ‘framework of coercive and collaborative relations of power manifested in macro- and micro-interactions’ was employed. Its use shed light on the structural adaptations needed for the innovation she was attempting to introduce to succeed. The teacher wanted to introduce plurilingual pedagogy informed by the Common European Framework of Reference for Languages (CEFR) into a French-medium content-based course by drawing on student ease with using technology such as i-Movie. The findings gained through an analysis of classroom-based observation, interviews, documents and artefacts suggest the structural challenges she faced led her to make decisions at odds with her beliefs and goal of implementing innovative pedagogy (she modified a key aspect of a social justice task). They further suggest a mismatch between what she anticipated student reactions to the innovation would be as compared to their actual reactions. Students welcomed the chance to draw on their out-of-school digital knowledge to reflect their (linguistic) identity through their work, suggesting IT-enabled plurilingual pedagogy informed by the CEFR merits further exploration.     

Standing up to complexity: researching moral panics in social work

Moral panics are central to social work policy and practice. Voluntary agencies and statutory bodies (including governments) create and sustain moral panics in order to raise awareness of, and win support for, their own understandings of social issues and problems. This is not a neutral enterprise; on the contrary, moral panics often have consequences that are negative, whether intended or unintended. Far from leading to greater social justice and a more equal society, they may reinforce stereotypes and lead to fearful, risk-averse practice. This paper discusses one such moral panic in 2013 that centred on the story of ‘Maria’, a Bulgarian Roma child living in Greece. The paper explores the meaning and use of the concept of moral panic before unpacking this case-study example in more detail. We argue that the moral panic over ‘Maria’ has much to tell us about ideas of welfare and protection, institutional racism and children and childhood, as well as the connections between ‘private troubles’ and ‘public issues’. We conclude that social work as a profession must stand up to complexity, and in doing so, be aware of its own role in relation to moral panics.     

Parents’ perspectives of social support and social cohesion in urban contexts of diversity

Although provisions for young children are increasingly considered as ideal places to foster an inclusive and socially just society by embracing issues of social support and social cohesion, there is no in-depth understanding of the role these provisions can play in enabling supportive and cohesive encounters in contexts of diversity. Even more striking is the absence of parents’ voices in this discussion. Based on an analysis of qualitative interviews with 18 parents who use childcare services in urban contexts of diversity, our findings show the relevance of ephemeral contacts with diverse people that could offer bridging opportunities in terms of social connectedness to familiarise within diversity while decoding the other in urban contexts of diversity. However, neither bonding nor bridging contacts appear as self-evident. Our research shows that the role of childcare services might be vital in creating light and temporal communities as the prerequisite for social cohesion to flourish, in both individual as well as collective dimensions.     

Multicultural and International Research in Four Career Development Journals: An 11‐Year Content Analysis

In an increasingly diverse and global society, it is important to evaluate the cultural responsiveness of vocational research. The authors examined trends in the publication of multicultural‐focused articles from 2005 to 2015 in 4 journals: The Career Development Quarterly, the Journal of Career Assessment, the Journal of Career Development, and the Journal of Vocational Behavior. Methodological, thematic, and construct trends were examined across the identity categories of gender, socioeconomic status, sexual orientation, gender identity, ability status, religion/spirituality, age, immigration status, and international research. Results showed increases in social class and international research but continued neglect of sexual orientation, gender identity, and ability status. The themes of career exploration and promoting agency received the most attention; equity in work settings received the least. Findings suggest that more research with underrepresented groups is needed and that counselors may need to rely on resources outside the current literature to ensure best practices with these clients.     

The case for humane education in social work education

Humane education focuses on the interconnectedness between human rights, environmental sustainability, and animal protection, and started in the United States in 1996 through the Institute of Humane Education. While social work and social work education has emphasized human rights, the ecological, person-in-environment perspectives need to be expanded to include environmental preservation and animal welfare considering the numerous negative consequences on the global ecosystems. This article makes the case that humane education is an interdisciplinary link for helping social work educators expand their definitions of environmental justice and human–animal relationships so that student ecological consciousness includes the welfare of humans, nonhumans, and the broader ecosystem in their pursuit of change. It offers practical suggestions for opportunities to do this in the social work curriculum.