Suchergebnisse

This paper should give an idea of the slow but irreversible introduction process of personal computers into social work services and agencies, but its major part shall deal with social schools' response to this challenge. The author's college/curriculum shall be used as an example.

"Progressive neoliberalism" is the current hegemonic approach to understanding social justice in Western liberal democracies. "Progressive neoliberalism" also resurrects the "deserving" vs. "undeserving" narrative that can lead to punitive and pathologising approaches to poor and unemployed people—the demographic comprising the majority of child and family social work service users. Indeed, research suggests that social workers' attitudes towards families in poverty are strikingly congruent with "progressive neoliberalism." This article suggests that generational changes and the particular form of group-based identity, postmodern social justice ideology often taught in social work education have unwittingly conspired to create this concerning picture. This article suggests that the resurrection of radical social work, with attention to economic inequality, is one way to counteract this trend.

Relationships are central to the profession of social work; relationships with allied disciplines, among professional social work organizations, and between classroom and field education. However, embedded within these relationships are historical tensions, and contemporary opportunities that can advance both the science of social work and the status of the profession. This article mainly highlights opportunities for advancing professional relationships between Council on Social Work Education (CSWE) and National Association of Social Work (NASW) and provides exemplars for strengthening relationships between the classroom, field education, and practicing social work professionals. We argue that deepening the connections between CSWE and NASW as well as the Society for Social Work Research (SSWR) require parallel efforts to link research, evidence-based practices, and the training and education of future social workers.

Dalit and subaltern literature have gained colossal space in the global academic community. This literature is prominently studied, analyzed and used in literary, cultural or linguistic studies in national and international universities. The use of literary texts such as autobiographical narratives in social work teaching, research and practice is a less researched area. In this article, the author has highlighted the importance of Dalit autobiographies and how they could be used as an indigenous knowledge source in social work teaching and practice to strengthen anti-caste/anti-oppressive perspectives among social work educators, students and practitioners. This emancipatory framework could also help to address the structural as well as micro-macro level issues to ensure the realization of social justice and human rights as a foundation and core principles of the social work profession.