Lay and professional knowledge in social work: reflections from ethnographic research on child protection

This paper is concerned with the discursive interaction of lay and professional knowledge in the practice of social workers. The contention is that identifying discrete sources of knowledge—such as evidence-informed materials—may be less important for explaining how social workers guide their practice than recognising the effect of the discursive interaction of lay and professional knowledge within organisational culture. The example used for this discussion is child protection work, with a particular emphasis on how practice can be seen to be gendered. In the course of making this overall argument, the paper draws on academic debates about the nature of knowledge in professional work and discusses lay and professional knowledge as revealed through ethnographic research carried out in a social work team in the UK.     

Blurring the Lines Between Civil Society,Volunteering and Social Movements. A Reflection on Redrawing Boundaries Inspired by the Spanish Case

Citizen participation is manifested through various concepts, such as activism, social movements, volunteering or civil society. The different ways of understanding popular engagement are often separated by delimitations that define them, particularly volunteering and civic action, as two highly differentiated forms of participation in the distinct academic disciplines: political science, volunteering studies, social movement studies or civil society theory. This article considers whether this basic theoretical differentiation can be problematised in the Spanish political context by exploring four paradigmatic cases of popular engagement, using qualitative case study methodology, specifically, a historic case from the 1990s and three more recent cases. It is hoped that the results of the study—which differentiates between organisational hybridity and fuzziness—will encourage reflection on the traditional boundaries between different forms of popular engagement.     

Standardisation—the end of professional discretion?†

This article analyses and discusses standardisation in human service organisations and its implications for professionals and for professionalism in social work. The theoretical framework derives from neo-institutional theory and theories regarding professionalism. By highlighting the role of professionals within a field influenced by organisational demands and market endeavour, this article contributes to the understanding of increased standardisation as a way to reduce uncertainty and enhance legitimacy for human service organisations, but at the expense of traditional professional discretion. This development has been interpreted as de-professionalisation and as an adjustment to organisational demands. It could also be seen as a professional strategy to strengthen professional trust and provide a sense of certainty for professionals. It can also lead to professional uncertainty about how to handle the discretion in the light of standardised tools. This development might, depending on the organisational context and the individual professional's choices, result in a manual-mental specialised professionalism as well as a strictly mechanical form of work. Standardisation thus puts high demands on professionals and how they use the professional discretion, since professionalism requires professionals capable of handling a mix of logics without totally yielding discretionary power and making professional judgement.     

Science as a Strategy for Social Work

For more than one hundred years, various forms of science have been promoted to boost social work’s status as a profession. Evidence-based practice and talk about the science of social work are only the most recent manifestations of this pattern. Counter to this trend, this article argues that the latest upsurge of interest in scientific social work is no more likely than any of its predecessors to address the problems of the profession. Beginning with a linguistic analysis of the words science and scientific as positive signifiers, the article traces social work’s long history of science talk as a means of reassuring funding agencies and bolstering the profession’s status. Drawing on a critique of this discourse as the latest example of abstracted empiricism, it then contends that while scientific social work can only rarely capture what occurs in the field, its attempt to do so actually undercuts practitioners’ professional judgment and discretion. Last, after rejecting science talk as counterproductive, the article concludes with recommendations for an alternative strategy that might better position social work to reconcile its advocacy of social justice with its concerns about its professional status.     

The Role of Social Capital in the Start-Up of Non-profit Organisations: The Case of Fondazione Welfare Ambrosiano

This article investigates how a start-up foundation can build its organisational social capital, meaning a network of strategic partnerships with other organisations based on trust relationships, in order to fulfil its mission. Based on a case study analysis of Fondazione Welfare Ambrosiano—an Italian foundation created in partnership with private organisations and local public institutions—we explored whether and how some characteristics of the social capital of the foundation’s members contributed to the organisational social capital. By applying Nahapiet and Ghoshal’s (Acad Manag Rev 23(2):242–266, 1998) social capital framework, we discovered that the social capital configuration of the founders and staff, linked to some characteristics of the foundation, had driven the development of the organisational social capital. Our paper contributes to an understanding of what constitutes the best configuration of social capital to allow a start-up foundation to take off.     

Dealing with dysnomia: Strategies for the cultivation of used concepts in social research

This article follows recent calls to turn social theory away from its fixations on intellectual history and toward the mechanics and craft of creating social theories in the research process. The subject of this article is a dilemma common to theorizing in social science: dysnomia, or the phenomenon in which some object is poorly named. Specifically, this article focuses on how social scientists distinguish original concepts from their equivalents in everyday speech. Three tactics for dealing with dysnomia are named—academic arcana, classification and sociologism—and considered in order to ascertain the strengths and weaknesses of each.     

More than a method? Organisational ethnography as a way of imagining the social

The authors – two anthropologists and an organisational theorist, all organisational ethnographers – discuss their understanding and practices of organisational ethnography (OE) as a way of imagining and reflect on how similar this understanding may be for young organisational researchers and students in particular. The discussion leads to the conclusion that OE may be regarded as a methodology but that it has a much greater potential when it is reclaiming its roots: to become a mode of doing social science on the meso-level. The discussion is based on an analysis of both historical material and the contemporary learning experiences of teaching OE as more than a method to our students.     

Science and the Mass Media –‘Medialization’ as a New Perspective on an Intricate Relationship

This survey article discusses a recently proposed perspective on the science–media interface the concept of medialization. The medialization approach assumes that there is mutual resonance between science and the mass media. Medialization research systematically investigates structural transformation in science: What are the implications of high media attention for science funding, for research agendas, for universities and the professional self‐understanding of scientists? And how do these developments relate to the production of scientific knowledge? For detailed empirical studies of these processes, the medialization approach separates the role of mass media, but its grounding in general social theory contextualises this research with social science studies on sciences relation to other spheres such as politics and the economy.     

People and Contexts: Social Development from Birth to Old Age,by Henry S. Maas. Englewood Cliffs,New Jersey: Prentice-Hall,Inc., 1984

Abstract

Throughout the history of professional social work education, the liberal arts have been regarded as not simply the most suitable basis for professional education but as the essential basis. As undergraduate programs developed more fully, liberal arts content inevitably decreased. Also, because graduate programs rely increasingly on undergraduate programs for students, the need to define clearly the nature and purpose of liberal education for social work students has become even more apparent. This article addresses the purposes of liberal education and the “content” versus “perspective” controversies and their relation to social work preparation. The premise is that social work has a natural alliance with the liberal arts. For one reason, social work is a complex set of “ideals” reflecting many ideas that have had currency over the century in the literature, politics, economics, history, philosophy, and the human and natural sciences that compose the liberal arts. Social work is not so much “technology of intervention” or science, as it is applied humanistic value. As such, the relationship of social work to the liberal arts is one of intertwined strands. This article proposes that social work education emphasize the ideas, assumptions, and events that have shaped, and are shaping, the profession, and in so doing, recast and strengthen its relationship with the liberal arts.     

Social and academic profile of the university student of social work a comparative study in Spain,Argentina, and Venezuela

ABSTRACT

The article presents the results of an empirical investigation that aimed to analyze comparative socio-demographic characteristics, motivational aspects and professional role of students who attend universities. The contexts of research were University of Mar de Plata (Argentina), University of Murcia (Spain) and University of Zulia (Venezuela). The universe of research was 304 students, with the participation of a total of 253 (TR 83,2%), 109 from University of Murcia—Spain—100 from University of Mar del Plata—Argentina and 44 from University of Zulia—Venezuela. Two hundred and forty-four measuring instruments were checked favorably. The results of the research allowed to highlight significant coincidences in most of the variables studied. In the analysis of self-perceived personality styles, there is high coincidence both in style (attributed qualification) and score (assigned quantification). At the three universities, the docent–student relationship is a positive variable that affects the favorable self-perception beyond academic success. Design and implementation of programs based on the described characteristics are recommended.     

The Sociologies of Knowledge,Science, and Intellectuals: Distinctive Traditions and Overlapping Perspectives

This article reviews sociological approaches to the production, evaluation, and diffusion of knowledge in the arena of scholarly production – the sciences, social sciences, and humanities. At first glance, sociological approaches to scholarly knowledge production seem to congeal around the hard sciences, on the one hand, and philosophy, on the other. I eschew this polarization and construct an analytic frame of reference for analyzing the sociological dimensions of scholarly production more generally. This article maps successive phases of sociological approaches to scholarly production, by overlaying and distinguishing among theories in the sociology of knowledge, sociology of science, and sociology of intellectuals. I analyze classical theorists’ emphases on class analysis and the social function of intellectuals; mid-century adaptations of functionalism, social structure theory, and institutional theory to analyze intellectual and academic life; critical and reflexive theories, including feminist critiques of science and knowledge; recent emphases on how social movement politics and social networks influence intellectual change; theories of the university as a professional arena and a field of culture production; and studies of knowledge-making practices in group research situations. In addition to arguing for more theoretical and methodological precision in analyses of scholarly and scientific knowledge-making, I conclude with cautionary tales and future prospects for sociological studies of modern academic life.     

Changing methodologies for research

Abstract

The methodology of the social sciences has developed in the 21st century to a sub-optimal state and in this way research programs for handling complex societal problems are frustrated. To manage this deadlock the author returns to the original aims of the social sciences. He shows that in the past, concepts and aims were developed that goes beyond this regression. Those original starting points are connected to modern ideas of advanced interdisciplinary research, such as practiced in action science, system dynamics and computer simulation. With this exploration a more advanced methodology for social change and organisational transformation is outlined.     

Methodological nationalism and beyond: nation–state building,migration and the social sciences

Methodological nationalism is understood as the assumption that the nation/state/society is the natural social and political form of the modern world. We distinguish three modes of methodological nationalism that have characterized mainstream social science, and then show how these have influenced research on migration. We discover parallels between nationalist thinking and the conceptualization of migration in postwar social sciences. In a historical tour d’horizon, we show that this mainstream concept has developed in close interaction with nation–state building processes in the West and the role that immigration and integration policies have played within them. The shift towards a study of ‘transnational communities’— the last phase in this process — was more a consequence of an epistemic move away from methodological nationalism than of the appearance of new objects of observation. The article concludes by recommending new concepts for analysis that, on the one hand, are not coloured by methodological nationalism and, on the other hand, go beyond the fluidism of much contemporary social theory.     

Social Work: A Profession in Search of Its Identity

Micro social work practice can be understood in the context of its historical professional traditions and dialectics as well as the environmental pressures and demands placed on the profession. In becoming a profession, social work relied heavily on principles drawn from medicine and science. Although these bodies of knowledge provided the profession certain credibility, their application may have clouded social work’s distinctive social purpose and professional identity. In its search for a distinctive function and identity, the profession of social work has struggled with numerous dialectics, as discussed in this article. These help us to better understand the profession’s search for its distinctive identity and status and the importance of including this content in social work education.     

Can we,should we,measure ethnicity?

Feminist social science is marked by its diversity, its ethos of inclusiveness and its critical power. These qualities are best exemplified in feminisms' acknowledgement, at the epistemological level, that men as well as women are crucial participants in the feminist enterprise. Moreover, epistemological justifications for positioning men within feminism is matched by a commitment to think through the methodological implications of men's involvement as both researchers and researched. In particular, inclusiveness pushes at the boundary of what counts as feminist methodology, and it forces us to rethink the underlying principles of feminist research work. In this article, two key feminist methodological principles—rapport and empathy, and democracy—are interrogated in the light of a series of in-depth interviews with a group of powerful, authoritative and uniformed men (senior police officers). It is suggested that while there may be a temptation to dismiss the interviewing relations which evolved as ‘non-feminist’, they are also indicative of feminist methodological vitality and strength as well as its capacity to accommodate the fractured subjectivities of research participants. The paper concludes by positing a re-conceptualization of interviewing principles which not only appreciate diversity in feminist epistemological and methodological commitments, but also variability and difference in feminist research relationships.     

Language,games and language games

How do social values come about and gain legitimacy? Starting from the premise that discourses of social analysis affect the ways in which social norms develop and proliferate, this article models the evolution of professional codes and dialects using Wittgenstein’s idea of a language game. A language game is formalized as a repeated game of tacit coordination played among participants with informational asymmetries. The informational asymmetries model the different meanings that people assign to the same word used in a conversation. A language is formalized as a code that emerges as a result of repeated interactions in a language game. The paper argues that certain codes—such as those based on the real number system—lead to more reliable strategies in language games. The result is used to argue that professional dialects based on axiomatizable codes—such as physics, mathematics and economics—are less likely to experience fragmentation into intra-disciplinary ‘sects,’ camps and incommensurable paradigms than are professional dialects that are not based on an axiomatizable code—such as sociology, psychology, organization studies, and strategic management studies. The idea of a language game is extended to explore ways in which certain disciplines can establish cognitive jurisdiction over particular phenomena, starting from a particular set of codes, and thereby claim ‘cognitive monopolies.’ A rudimentary theory of the market for ideas is advanced.     

How social workers maneuver in complex and neoliberal contexts

This article examines social workers’ personal interpretations and position-taking in neoliberal and complex contexts. Personal position-taking of professionals is a powerful tool in guiding social workers’ professional activity. The aim of this research is to make these common—but often unnoticed—positions visible. The research focuses on Estonia; a country strongly embedded in neoliberal ideology, and by that significantly influenced by market-based solutions to services and individualization of social risks. Data collection and analysis have been guided by a narrative research framework. The research highlights the challenging position of social workers. Such workers experience pressures caused by double constraints—quick intervention and access to services—and finding a way out from the complex social problems of the most vulnerable individuals. However, in the Estonian case, the pressure and control from outside is perhaps more dominating because the young profession is still weak. The claims of effectivity, evidence, and solving problems hinder the creation of a research-minded, reflective, and practical wisdom-oriented social worker. Awareness of the varied trajectories of positions shows the need for a social discussion about the role and added value of social work within the preconstituted frame and the relationship between the values of social work and the workfare state.     

Going beyond training: theory and practice in managing learning

The establishment of new bodies to replace the Central Council for Training and Education in Social Work (CCETSW) and to regulate the social work profession provides the opportunity to establish an improved progressive system of qualifications and continued professional development in the coming years. With the current pressure on social work agency budgets it is imperative that precious training resources—staff and money—are used to make the maximum impact on service delivery. Our involvement in the provision of a range of training programmes leads us to believe that much of the staff development and training effort invested by agencies in their staff often seem to have a limited impact on effectiveness. A change in approach is needed so that learning is placed at the heart of organisational processes to maximise the benefits of affirmation and growing professional confidence. This is essential if we are to continue to ‘nurture’ valuable professional staff and ensure that services remain flexible, creative and responsive in meeting ever‐rising public expectations.

This paper examines some of the challenges of evidence‐based practice and the demands for routine evaluation and objective‐setting. The advantages and disadvantages of a competence specification approach within the development of service and occupational standards as the basis for professional education are discussed. The paper argues that strategies for practice learning require the development of learning organisations and a better academic and agency partnership to support more effective professional education and continued professional development.     

Progress in Social and Educational Inquiry Through Case Study: Generalization or Explanation?

Although much of the most productive research in applied social science is case-based, there is still concern about the restricted utility of such research because of its limited power to offer generalizable findings. Such concern has contributed to a recent trend in policy-making circles—particularly those in education—to prefer experimentally orientated research for insights on policy. The argument is made here that concerns about generalization are exaggerated and that the focus upon them has allowed an evasion of issues about quality of explanation coming from different forms of social inquiry design. After discussing these generalization-based issues I proceed to define case study as an inquiry form, outlining its most significant ingredients and I offer a review of case study inquiries in education which exemplify its capacity for offering credible new insights on the questions being posed.