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201.
In this article we explore questions about feminism and violence to constructively complicate understandings about this relationship. Feminism is conventionally positioned as oppositional to direct and structural violences, importantly so, as this has been seen key to feminism's viability as a constructive knowledge project. Yet there are increasingly persistent concerns about epistemic, juridical and other violences circulating around feminism, which render feminism's role in the production of oppositional knowledge and politics suspect. This is especially the case where western feminist ideas have been problematically taken up in neoliberal global policy making and for militarized human rights interventions. As feminist international relations scholars troubled by such associations, we investigate – via an exploration of three provocative feminist texts – how feminism is perceived to be both violated and violating by its contemporary imbrication in the violences of neoliberalism and global governance. We further suggest that metaphors of feminized corporeality, which infuse representations of feminism in these texts (especially in its western homogenized governance form), inhibit the destabilizing potential of feminism through its harmful associations with the ‘failing’ female body. This bodily shaping of feminism, which we examine by following a ‘trail of blood’, tells us something important about the relationship between feminism and violence, about recurring discursive and theoretical closures around feminism and about the possibilities for reinventions of feminism to unsettle the violent degradations, which feminists insistently reveal and decry. 相似文献
202.
203.
The rise of the Far Right is a global phenomenon traditionally viewed as antithetical to feminism. However, in Australia from 1996–2001 Far Right politics was dominated by a woman, Pauline Hanson, thus calling into question the dynamics between organized feminism and the Far Right. A significant problem for Australian feminists trying to understand Hanson is that her ideology, activities and life-style are internally contradictory. This article draws on American analyses of similar women and examines the contradictions in Hanson's political philosophy and activism with a view to challenging current Australian feminist analysis of this controversial political woman. 相似文献
204.
Objective
This article describes empirical results on how practitioners understand the concept of child-centered approach and how it is applied in practice, extending knowledge of the unresearched phenomena in Estonian child protection practice.Method
A small-scale study included twenty child protection workers from different regions in Estonia, exploring the child-centered approach in assessment practices through in-depth semi-structured interviews.Results
Results indicate that child-centered approach in the child protection workers' practice is characterized, firstly, by doing work for the child, and less by working with the child, including the fact that some practitioners are somewhat unclear about the meaning of child-centered principle. Majority of the participants underscored the importance of child involvement and partnership in the decision-making process, nevertheless, their case reflections showed that most of them did not include the child in the assessment.Conclusions and implication for practice
Findings highlight several challenges in Estonian child protection system and suggest a need to find ways to support child protection workers' competence and confidence to conduct comprehensive assessments based on the child-centered approach, including the child in the assessment process. 相似文献205.
Anne Quinney Senior Lecturer in Social Work Education 《Social Work Education》2013,32(4):439-450
Social work practice and education in many parts of the world are implementing an elearning agenda. This article considers the experiences of students using a website developed to support learning in agency settings to discover if and how it can be used to create a ‘bridge’ between the learning environments of the university and practice. The website contains a range of features, including downloadable practice assessment documents, links to university based teaching units, electronic personal notification of placement allocation, and an asynchronous discussion forum. The action research project which informs this article employed focus groups of students to ascertain their expectations and experiences of the website, in particular the asynchronous discussion forum facility, prior to and on completion of the 80 day placement, combined with analysis of the actual usage patterns and content. Three quarters of the cohort participated in the discussion forum and findings suggest that students used and valued the discussion forum for its ability to enable the student to student and tutor to student relationships underpinning collaborative learning to be maintained during the placement, and to enable resource sharing and networking. 相似文献
206.
This study investigated the impact of reducing the number of face‐to‐face contact hours in a Masters of Science in Social Work (MSSW) foundation research course in an urban school of social work on students' knowledge gained and course satisfaction. A quasi‐experimental pretest/posttest comparison group design was used to test the following hypothesis: reducing the number of face‐to‐face contact hours will not negatively impact knowledge gain and course satisfaction in a foundation research course. The findings of this study suggest that reducing the number of face‐to‐face contact hours does not negatively affect student learning as both the comparison and the experimental group demonstrated an increase in foundation research knowledge. The level of course satisfaction was influenced by the number of hours completed in the program, age, and the number of hours worked in paid employment. Students who are especially vulnerable are younger students who have completed less course hours. They tend to struggle at the beginning to get used to new technology as part of their educational experience. This paper demonstrates that it is no longer ‘if’ web‐based and distance learning technologies are appropriate for social work education but rather ‘when’ and the degree to which their integration yields greatest educational value. 相似文献
207.
Anne Campbell Susannah McCall Helen Eagleson Emma McGinnis 《Social Work Education》2013,32(5):663-677
The Preparation for Practice module at the University of Ulster is delivered to 170 first year students via a collaborative arrangement between higher and further education institutions. In each of the five sites, students receive large group and small group teaching facilitated by social work training agency workers and academic tutor dyads. An evaluation of the module sought the perceptions of the agency and academic facilitators regarding the overall collaborative arrangement and the model of co-teaching involving social work academics and agency partners. Respondents were asked to complete a semi-structured questionnaire, which generated data from a Likert scale and also invited qualitative commentary. The Likert scale data were analysed via SPSS and the qualitative information was scrutinised using a manual thematic analysis technique. Findings indicated that continuous communication, consistency in programme content and the acknowledgement of the differences in organisation resources were key to a successful collaborative arrangement. It was also noted that a co-teaching model should be viewed as a positive vehicle for achieving module objectives in a safe learning environment. 相似文献
208.
While retirement communities have existed for over fifty years, they have received relatively little analysis. A clear consensus on definition does not even exist. Based on a literature review, we offer a definition that includes several criteria related to the housing units, boundaries, services and/or leisure amenities, age restrictions, voluntary relocation, and shared space. We delineate the variety of types of retirement communities and address the current and future challenges facing retirement communities. Such a discussion is urgent, given the lack of current housing policy, when both the potential demand and pertinent financial challenges are greater than ever. 相似文献
209.
Abstract In recent years, Australian governments at all levels have adopted social capital and related concepts to frame social policy. Hence, these ideas provide the backdrop within which much contemporary social work practice and social policy development occurs. Despite extensive coverage of social capital concepts in the social science literature there has been limited discussion of their application to social work practice. In this paper we review the origins and meaning of social capital. We then turn to a discussion of its application to progressive social work as well as a consideration of the criticisms of social capital concepts. We introduce a synergy model of social capital formation that incorporates a dual focus on local community networks and the role of the institutions of government, non-government agencies and business in the creation of social capital. The paper concludes with consideration of how a synergy approach can be applied in, and developed through, social work practice. Karen Healy and Anne Hampshire lead a three year research project entitled: ‘Creating Better Communities: A Study of Social Capital Creation in Four Communities’. The study examines processes of social capital creation in urban, regional and rural contexts. The study is jointly funded by The Australian Research Council and The Benevolent Society 相似文献
210.
Abstract This paper analyses students’ constructions of bullying from a social constructionist perspective. Interviews were conducted with 24 students at a small semi-rural secondary school in New Zealand. These were taped, transcribed and a discourse analysis, informed by the work of Foucault, was carried out. It was found that students made sense of bullying by drawing on constructions that included bullying as a consequence of differences and as a form of discipline. These constructions had the effect of legitimizing the school's institutional power imbalance. This was supported by students and teachers who both played an active role in simultaneously enforcing, and being subjected to, the disciplinary technologies of normalization characterized by bullying. The goal of this research is to provide a critical focus to the political nature, power relations and ideological effects of these prevailing discourses that function to both create and support bullying behaviour in our schools. 相似文献