Teaching Critical Practice: Resisting Structural Domination through Critical Reflection

This paper explores some of the responsibilities and challenges that face social work educators who teach critical practice to social work students. It is suggested that using critical reflection may enhance social work educators' capacity to prepare practitioners to work towards progressive social change and social justice, despite current social trends, such as globalisation, which potentially marginalise critical practice. This paper provides a reflective account of my experiences of teaching critical reflection to undergraduate social work students, drawing on critical postmodern theoretical underpinnings. Related pedagogies will be discussed which outline experiential reflective learning. It is ultimately contended that critical reflection is an important part of social work education and practice that is committed to enhancing citizenship, human rights, social justice and social change ideals.     

Critical Reflection on the Ethics of Mindfulness

Mindfulness is a way to achieve mental wellbeing that has been widely adopted as part of counselling and mental health treatment. However, there is a distinct lack of critical reflection about the origins of this technique, how it is used, and the implications it has for the beliefs of clients. The purpose of this paper is to provide a carefully considered response to the use of humanistic mindfulness. Social workers need to explain why they recommend mindfulness, and explore culturally consistent and sensitive practice, so that they are abiding by the Australian Association of Social Workers Code of ethics.

IMPLICATIONS

• The use of mindfulness in social work practice requires careful consideration as to its impact and relevance to clients’ needs.

• Mindfulness originates in philosophical traditions distinct from mental health treatment.

• In choosing to use mindfulness social workers require consistent and sensitive understanding of clients’ needs, world views, and culture.

     

Teaching Critical Reflection in Social Work Field Education

ABSTRACT

This article explores the process and outcomes of teaching critical reflection to social work students in an Australian university, based on our experience with teaching critical reflection. The application by students of a particular model of critical reflection to their learning experiences during field education placements is described and analyzed. Examples of student reflections are provided and discussed to illustrate how they have used the model of critical reflection and incorporated its critical dimension. The student reflections demonstrate that the model of critical reflection adopted assisted students to become more critical in their understandings and to some extent in their actions.     

Reflective Practice,Reflexivity, and Critical Reflection in Social Work Education in Australia

Reflective practice, reflexivity, and critical reflection are now widely accepted as important in contemporary social work practice. Despite this, there remain differences in how the terms are discussed within the literature. This results in confusion in how students are instructed about reflective practice, reflexivity, and critical reflection. This paper presents a proposal for clarifying these concepts based on the results from an interpretive study of reflective practice in social work education and practice in Australia. The study utilised three different methods: autoethnography, an archaeological analytic, and qualitative interviews. It found that reflective practice is understood as a capability, a form of critical thinking, a discipline response to a changing sector, and a way of theorising from practice. Conceptual clarifications of reflective practice, reflexivity, and critical reflection are presented.

IMPLICATIONS

• There is a need for clarification about the meaning of reflective practice, reflexivity, and critical reflection within social work.

• Findings from a qualitative study on the meaning and use of reflective practice in Australian social work education may provide conceptual clarification of these terms.

     

Challenges of Critical Reflection: ‘Nothing Ventured,Nothing Gained’

This paper arises from the experiences of the authors in providing critical reflection training to social workers and health professionals. It examines the cultural challenges involved in undertaking critical reflection, and how such challenges may contribute to learning. We examine the nature of some of these risks and what might be at stake, and how we as educators might manage these in the interests of better learning. First we discuss the concept of critical reflection and the particular approach we take. We then analyse the nature of some of the risks involved by examining the cultural challenges that are at stake. Lastly we posit some strategies to reduce risk and maximise learning.

We outline three major types of cultural assumptions which are challenged by critical reflection. These include assumptions regarding interpersonal communication and dialogue, professional helping and workplace cultures, and regarding knowledge, learning, research and the place of emotions. The implications of these challenges include: the appropriateness of critical reflection for all types of learners; the need for emotional preparation for the critical reflection process; the need to emphasise the professional learning purposes; the need to clarify the use of self‐disclosure; and the need to set up an appropriate alternative cultural environment for the purpose of critical reflection.     

A Reflection on Critical Methodology: Accountability and Beneficiary Participative Evaluation in Third Sector Research

VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations - Enabled by the underpinnings of critical theory, this article discusses research methodology developed with the aim of...     

我国家暴虐童追诉限缩的批判性反思

告诉才处理案件在我国采取"绝对自诉主义",在程序上尽管可以避免公权力对家庭的不当干预,但受虐儿童由于缺乏及时、有效的法律救济,长此以往可能引发更为严重的犯罪,而案件最终需要通过公诉途径解决。《刑法修正案(九)》就虐待被监护、看护人,新增设了虐待被监护、看护人罪,并对第260条虐待罪第3款"告诉才处理"进行了限缩。但受传统政治哲学和文化观念的影响,司法实践中限缩的告诉才处理,在诉讼启动的裁决上难以衡量。而家暴虐童行为追诉方式的公诉化,不仅是对寻求不同代际之间正义的积极回应,还是贯彻儿童最大利益原则的必然要求。此外,应综合考量实体法与程序法之间能否有效衔接,从而使得修法的预期效益最大化。     

Viewings of Deceased Persons in a Hospital Mortuary: Critical Reflection of Social Work Practice

Abstract

Although social workers have been employed in acute hospitals for many decades and in some city mortuaries since the 1980s, little has been written about the assistance they provide to individuals to view bodies of family members who have died in sudden and unexpected circumstances. Using an approach based on critical reflection, the paper discusses the authors' interest in writing about this specific area of practice as it has developed at the Royal Hobart Hospital during the last 10 years. It presents an overview of relevant theoretical and research literature, including discussion of the mortuary as a location for social work practice. Procedures followed by social workers in assisting with viewings are described and placed in the context of single session work as an appropriate framework for this specialist practice. The paper concludes by emphasising the importance of caring for staff engaged in work that is both personally and professionally confronting and demanding through preparation and through the development of a culture of leadership and support.     

A Critical Reflection on Researching Black Muslim Women’s Lives Post‐September 11th

This paper consists of a critical reflection of a research study carried out by a white researcher documenting black Muslim women’s experiences of victimisation and the management of their personal safety. It is argued that whilst some aspects of the researcher’s subjectivity can be linked to marginalised, outsider positions, which helped to produce oppositional knowledge, other aspects of her self‐identity served to maintain and re‐produce dominant racial and cultural discourses and power relations.     

Black Adolescents’ Critical Reflection Development: Parents’ Racial Socialization and Attributions About Race Achievement Gaps

This research explored the development of Black adolescents’ (N = 454) critical reflection, conceived as individual (i.e., blaming Black people) and structural (i.e., blaming systemic racism) attributions for race achievement gaps. In this longitudinal study, adolescents and their parents reported their individual and structural attributions for race achievement gaps and parents’ racial socialization. Adolescents’ structural attributions increased from Grade 10 to Grade 12. Average levels of individual attributions did not change. Adolescents’ reports of parental racial socialization and parents’ structural attributions when youth were in Grade 10 predicted increases in adolescents’ structural attributions. Findings are applied to future research and efforts to increase adolescent critical reflection.     

Critical Theory and Critical Sociology: The Second Synthesis*

The syntheses of consensus and conflict theory which were developed during the sixties served as a healthy corrective for traditional functional theory but did not exhaust theoretical debate. The identification of such syntheses with empirico-analytic tradition (and dominant control systems) calls forth a second (critical) synthesis which is not complementary, but competing. Despite the fact that both are parallel in many respects, the two theoretical syntheses are differentiated on a number of levels: value assumptions, emphases, epistemology and the implications each possesses regarding the nature of sociological activity. Conflicting interpretations drawn from the two competing paradigms promise to define the fundamental issues within sociological theory during the seventies.     

Enhancing Critical Reflection amongst Social Work Students: The Contribution of an Experiential Learning Group in Care Homes for Older People

As part of a Practice Learning Centre, representing a partnership between an English University social work department and a non-governmental organisation, 12 students were placed in care homes for older people for their first period of assessed practice. The aims of this initiative were to facilitate: development of critical reflection; deployment of social work skills in a care home setting; and opportunities for social work students to work with care home residents. The learning was captured via four Experiential Groups facilitated by the Practice Educator with responsibility for assessing the students' practice. On-site supervisors also participated. Key learning included understanding of: the importance of critical reflection as a key social work skill; the influence of organisational norms and care home culture on the quality of care practice; the complexity and emotion-rich nature of person-centred care; and the pivotal role of relationships in work with people with dementia. Links made in the Groups—between the experiential and theoretical, the emotional and cognitive, and the structural and personal—demonstrate their value as learning platforms. Placements in care homes have considerable potential to enrich practice education; this is especially important in the context of an ageing population.     

后社会学:探索与反思

"后社会学"一词指的是一种与传统社会学有所不同的社会研究思路,"后社会史"和"多元话语分析"可以视为它的两个具体范例。"话语建构论"和"多元主义"是"后社会学"的两个核心理念。促使人们意识到作为我们人类经验、思考、言说对象的所有"社会"现实都只是一种由人们在特定话语系统的引导和约束下建构起来的"话语性实在",这是"后社会学"范式的主要意义所在。人们对"后社会学"的许多批评有的是出于误解,有的禁不起深究。     

Critical proximity

Abstract

This article explores the relationship between critical distance and the idea of proximity. In times that are often described as ‘global’, ‘24/7’, ‘connected’, ‘networked’ and ‘immersive’, distance seems ever reduced and proximity omnipresent. The contemporary impression of ubiquitous proximity might constitute a threat to the survival of critical distance understood either as a cornerstone of enlightened and humanist critical practice or as a key metaphysical ‘technology’. The resulting ‘crisis of critical distance’ produces the question of how to position oneself with regard to the ‘other’ in a time that lacks distance and privileges proximity? In tracking the ambiguity (or the ‘aporia’) that surrounds proximity – the desire to be near and the need to maintain a distance – this article rereads some key Heideggerian and Derridean texts in order to attempt a deconstruction of the opposition of distance and proximity at work in the ‘metaphysics of presence’.