Internationalisation of social work doctoral studies: experiences and perspectives in the changing context of European higher education

The internationalisation of doctoral education in social work has become a newly developing area particularly in Europe during the last two decades. It has been promoted by two factors: (1) the reform of higher education (Bologna reform), which contributed to the development of doctoral study and (2) the establishment of European funding programmes that would allow international cooperation and ensure the quality of the programmes. Also, in the European Qualification Framework the knowledge, skills and competences gained by doctoral qualification are defined. In this article, we analyse three international doctoral projects that were developed in Europe in last 10 years. We focus on what the advantages and obstacles are of these policy frameworks and what their impact on international cooperation is in the development of doctoral programmes. The analysis shows that differences in national terms and conditions of the study remain a major obstacle for joint doctoral programmes, but it is precisely international cooperation that significantly contributes to the quality of doctoral studies. The analysis also shows that the current policy framework of higher education in the EU does not solve the problems; on the contrary, it contributes to it.     

Migration and refugees in Europe: Greek and British perspectives on implications for social work practice and education

One of the most significant aspects of changing social conditions is the increase in the number of people seeking to migrate relative to greater national and international restrictions on such movement. Within the framework of the European Union only some types of mobility are encouraged, and apart from EU policies, member states have different legislation and practices aimed, generally, at discouraging immigration, including of refugees. Their position, as marginalized or, literally, excluded people presents serious challenges to workers in the social professions. Recent military action in the Balkans threw into sharp relief the varied perceptions of the conflict, a range of attitudes to migrants and refugees and different social welfare responses within and between countries. This article therefore reviews some of the contextual factors surrounding asylum seekers, reports on welfare responses in Britain and Greece, and considers what the implications might be for qualifying and advanced training of European social professionals. Einer der bedeutsamsten Aspekte der sich gegenwärtig verändernden gesellschaftlichen Bedingungen besteht im Verhältnis von einer wachsenden Anzahl von migrationswilligen Menschen und den immer restriktiver werdenen nationalen und internationalen Regulierungen dieser Bewegungen. Im Rahmen der Europäischen Union werden nur einige wenige Formen von Mobilität gefördert, und jenseits der Politik der EU finden sich in den einzelnen Mitgliedsstaaten ganz unterschiedliche Gesetze und Verfahren, die allgemein gesprochen allesamt darauf ausgerichtet sind, Immigration - einschließlich die von Flüchtlingen - zu verhindern. Deren gesellschatliche Position als marginalisierte, oder im Wortsinne exkludierte Menschen stellt für die Angehörigen sozialer Professionen eine ernsthafte Herausfoderung dar. Vor dem Hintergrund der militäischen Auseinandersetzungen auf dem Balkan sind die unterschiedlichen Wahrnehmungen bezüglich des Konfliktes, die Unterschiedlichkeit der Einstellungen gegenüber Migranten und Flüchtlingen sowie die verschiedenen sozialpolitischen Reaktionen in und zwischen den Staaten deutlich hervorgetreten. Aus diesem Grund befaßt sich dieser Artikel mit einigen Kontextfaktoren, die Asylsuchende betreffen, berichtet über die sozialpolitischen Reaktionen in Großbritannien und Griechenland und fragt nach den möglichen Implikationen für die Aus- und Fortbildung in den sozialen Professionen in Europa. Uno de los aspectos más importantes del actual cambio en las condiciones sociales es al aumento en el número de personas que buscan migtar y las mayores restricciones a ese movimiento tanto a nivel nacional como internacional. Por ejemplo, en el marco de la Unión Europea sólo se fomentan ciertos tipos de movilidad mientras que, fuera de las politicas de la UE, los estados miembros tienen diferentes leyes dirigidas, generalmente, a desincentivar la inmigración, incluyendo a los refugiados. La situación de estas personas, como marginados o, literalmente, excluidos presenta un serio desafio a los trabajadores de profesiones sociales. La reciente acción militar en los Balcanes puso bruscamente de relieve las variadas percepciones del conflicto, un amplio rango de actitudes hacia inmigrantes y refugiados y diferentes respuestas de los servicios sociales dentro y entre los estados. Este articulo revisa algunos de los factores del contexto que rodea a los demandantes de asilo, hace referencia a las prespuestas ofreciadas por los servicios de bienestar en Gran Bretaña y Grecia y considera, por último, las implicaciones para una mejor cualificación de los profesionales sociales en Europa a tal efecto. Actuellement, un des apsects les plus significatifs des changements sociaux en cours est l'augmentation du nombre de personnes cherchant à immigrer, alors que les mouvements migratoires sont soumis à des restrictions nationales et internationales de plus en plus sévères. Dans le cadre de l'Union européenne, seuls certains types de mobilité sont encouragés, et à côté des politiques européennes, les états membres ont différentes législations et pratiques généralement destinées à décourager l'immigration, y compris celle des réfugiés. La position de ces derniers, en tant que personnes marginalisées ou carrément exclues, représente un défi sérieux pour les travilleurs sociaux. Les mouvements militaires qui ont eu lieu récemment dans les Balkans ont fortement mis en relief les perceptions variées qui existent du conflit, et tout un éventail d'attitudes envers les migrants et les réfugiés, ainsi que les réponses différentes proposées dans chaque pays et entre eux. Cet article passe donc en revue certains des facteurs contextuels entourant les demandeurs d'asile, décrit les solutions proposées en Grèce et en Grande Bretagne, et considère quelles pourraient en être les conséquences pour un enseignement qualifié des professionnels du domaine social en Europe.     

Historical perspectives on special education, 1890-1970

In the light of continuing controversy over the role of special schools in England, this paper considers the development of special education through examination of evidence from two different geographical areas. Particular reference is made to uncovering the perspectives of those who were subject to the policies - children and their families - drawing on documentary sources, oral history and biographies. The authors highlight how the relative optimism accompanying the opening of special schools, evident in London in the 1890s, gave way to punishment or neglect in the early 20th century.     

Service user involvement in social work education: experiences from Germany and implications for a European perspective

ABSTRACT

Service user involvement (SUI) in social work education has gained widespread attention in Europe and other continents. Nevertheless, experiences on including service users in social work education have not been reported from Germany or other German-speaking countries to date. This paper reports preliminary experiences with implementing SUI in a bachelor’s programme of social work in a German University of Applied Sciences. The main goals of the current paper are (1) to provide a background for implementing service user approaches in Germany by introducing the structure of social work education in Germany; (2) to report experiences from a weekend seminar where service users worked together with students of social work in the framework of a curriculum of a German University of Applied Sciences and (3) to formulate some implications of these experiences for SUI across Europe. The main results were that introducing service user involvement into a German curriculum of social work is possible but needs careful reflection and planning. Experiences gathered in the weekend seminar with service users were encouraging for service users, students and teachers. We conclude that systematically implementing SUI into German curricula of social work is important.     

Transgender experiences and transphobia in higher education

While categories like “campus climate” highlight variation across institutions, trans people's experiences also vary within an institutional context. By studying trans people's experiences in higher education, however, we can better understand and respond to the differentiated and changing needs of transgender people in other arenas. In this paper, I review key qualitative and quantitative findings along several themes: (a) disclosing trans identities, (b) trans communities, and (c) resources and career‐level support. Specifically, I use the concept of microclimates to explain how trans people encounter various forms of support and discrimination on campus. For example, someone might receive support from particular individuals, such as an advisor, or spaces, like a gender studies classroom, but not others. Researchers also report both similarities and differences between binary and nonbinary trans people, as well as between transgender men and transgender women, suggesting that there is no universal trans experience, nor a one‐size‐fits‐all approach to supporting trans students and faculty members. Challenging interpersonal and systemic transphobia requires context‐specific interventions.     

Identity,boundary and schooling: perspectives on the experiences and perceptions of refugee children 1

In assuming ethnic/national identity as problematic, we examine its dynamic aspects in the context of refugee children and their educational experiences. While the starting point of our analysis is a deconstruction of ethnic/national identity in conventional terms of language, religion, education etc., the emerging focus is the notion of boundary. On the one hand, we look at the relevance of fluid boundaries for identity formation, while on the other hand, the experience of crossing boundaries will also be examined, particularly in the case of forced migration and displacement. Boundaries are conceptualised in the context of a continuum in which the experiences of refugee children range across school, home, locality and country. To illustrate the central arguments two case studies will be highlighted: a child refugee from Kosovo, the older of two brothers arriving in the UK about four years ago, who now attends a north London primary school; and several young minors, mainly from Kosovo, who attend a youth club in south London. Preliminary observations of the child, together with subsequent small group discussions and semi‐structured interviews, serve to identify how the child relates to the various spaces in the school. The analysis of his drawings forms the main part of the argument. In the case of the youth club users, observations and conversations show how these young people construct their individual and social identities by accessing global resources in response to local interests.     

Identity,boundary and schooling: perspectives on the experiences and perceptions of refugee children 1

In assuming ethnic/national identity as problematic, we examine its dynamic aspects in the context of refugee children and their educational experiences. While the starting point of our analysis is a deconstruction of ethnic/national identity in conventional terms of language, religion, education etc., the emerging focus is the notion of boundary. On the one hand, we look at the relevance of fluid boundaries for identity formation, while on the other hand, the experience of crossing boundaries will also be examined, particularly in the case of forced migration and displacement. Boundaries are conceptualised in the context of a continuum in which the experiences of refugee children range across school, home, locality and country. To illustrate the central arguments two case studies will be highlighted: a child refugee from Kosovo, the older of two brothers arriving in the UK about four years ago, who now attends a north London primary school; and several young minors, mainly from Kosovo, who attend a youth club in south London. Preliminary observations of the child, together with subsequent small group discussions and semi‐structured interviews, serve to identify how the child relates to the various spaces in the school. The analysis of his drawings forms the main part of the argument. In the case of the youth club users, observations and conversations show how these young people construct their individual and social identities by accessing global resources in response to local interests.     

International women's magazines in China: Global and local perspectives

Unlike other global media products that are imported from overseas, international women's magazines in China are published via licensing agreements or joint ventures with local companies. These ownership patterns allow local editions of international women's magazines to negotiate the tensions and contradictions between the global players and local publishers. Given the influence of cultural and commercial forces in different economic environments, international women's magazines provide a challenging platform for exploring the interaction between global and local forces. Through a theoretical framework of hybridity theory and in-depth interviews with editorial personnel from the magazine industry, this study explores the global and local forces that have contributed to the production process of international women's magazines in China. The findings reveal that these magazines are a result of a multi-level convergence of local realities and global influences. Although there are factors of control and dependence in many areas such as the publishing ideas, editorial policies, the training of personnel, and the quality of production, both Western-style and Japanese-style women's magazines tend to appropriate and rework global cultures to satisfy local readers' needs, albeit in different ways. As a result, local and transnational influences are inextricably interwoven in the production process of international women's magazines in China. The study provides an extensive understanding of the global processes, the consumers, and the cultural forces that are shaping the media, particularly magazines in China.     

Research perspectives on culturally sensitive science education

Issues of culture and world view, and their impact on students' learning of science, have become increasingly important to science teachers. This paper provides a review of the development of science education research perspectives on culture and multiculturalism within the science classroom. The review draws on cross-disciplinary sources for its understanding and examines the work of Western and non-Western science education researchers. Reflections on the literature provide an insight into the Australian cross-cultural situation as the author considers the effect of culture on her own practices as a science educator and in a multicultural classroom.     

Field education in crisis: experiences of field education coordinators in Canada

Significant multi-layered challenges with delivering quality practicum experiences to social work students have led field education coordinators to release a joint statement that social work field education in Canada is in a state of crisis. This article presents the results of a two-year mixed methods study that sought to investigate and describe the challenges in order to enhance understanding of the crisis from the perspective of Canadian social work field education coordinators. The results indicate that social work education programs in Canada face four key challenges in regard to field education that can be further divided into two sections: (a) the social work practice field and (b) social work field education administration. The two key challenges associated with the social work practice field are: (a) social work practice contexts and realities and (b) practicum shortages and saturation. The two key challenges associated with social work field education administration are: (a) practicum procurement and field instructor recruitment and retention; and (b) expectations and workloads of field education coordinators. To address these challenges, collaborative development of a multi-level strategy aimed at moving beyond the current state of crisis toward a sustainable model of social work field education in Canada is recommended.     

Global standards for social work education and training

This paper explores the ways in which social workers can be helped to acquire the wider understanding of relevant legal frameworks which is currently necessary for child-centred practice, given the influence of an ecological perspective on such practice. It arises from the development of a module on child care social work and the community for the Post Qualifying Child Care Award by members of the Law and Social Work Departments at Brunel University. The authors believe that to reach beyond a tokenistic acknowledgement of the ecological perspective requires an understanding and experience of the complex layers which make up the widening and complex social worlds of the child. The paper explains how social workers were encouraged to appreciate both the ever-widening circles of potentially relevant law and the different roles through which law operates. It concludes that a deeper engagement with the legal implications of an ecological dimension to practice would make such practice more effective and would also help combat social exclusion and discrimination.     

Global ideals and local practicalities in education policies and planning in Lima, Peru

In the past decades two International Summits, namely the Education for All Conference in Jomtien, Thailand (1990) and the Framework for Action in Dakar, Senegal (2000), have assessed and summarised the status and goals of primary and secondary education and drawn comparisons on prospects and problems between developed and developing countries. The Framework for Action, as its title suggests, sought to put in place a framework for goal realisation in education planning and practice primarily, but not exclusively, in developing countries. This paper assesses the extent to which global goals and summaries of progress mask the difficulties faced in local education delivery, focusing on access to and use of spatial data in the education planning process. Attention is focused on the situation in Peru in general and in the District of Independencia in the Cono Norte of Lima in particular. The quality of spatial and other data resources and the technical difficulties in assembling these into a form that can support local decision making in education planning and governance suggests that there remain significant obstacles in achieving a quality education for all, especially in developing countries.