Social Work as a Practice of Unity and Hope
In: The British journal of social work, Band 51, Heft 4, S. 1127-1130
ISSN: 1468-263X
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In: The British journal of social work, Band 51, Heft 4, S. 1127-1130
ISSN: 1468-263X
In: The Journal of Practice Teaching and Learning, Band 18, Heft 1-2, S. 69-84
ISSN: 1759-5150
This paper adopts an original approach to social work by using virtue epistemology to analyse critically contemporary social work knowledge and practice. There is an epistemic danger that social workers are using knowledge in an overconfident and uncritical way. It is argued that this epistemic confidence is linked to the narrow and at times authoritarian practices of contemporary social work. The paper reviews the concept of virtue ethics and connects it to epistemology and the virtues needed to apply knowledge ethically. Epistemic humility is seen as a key epistemological virtue in social work and its implications for social work nationally and internationally are considered. The key message of this paper is that virtue epistemology provides a way to explore how we can be before we decide what to do
In: Practice: social work in action, Band 31, Heft 5, S. 349-358
ISSN: 1742-4909
In: Critical social policy: a journal of theory and practice in social welfare, Band 39, Heft 2, S. 327-329
ISSN: 1461-703X
In: The Journal of Practice Teaching and Learning, Band 15, Heft 3, S. 25-42
ISSN: 1759-5150
Abstract: The social work degree was established in 2002 to improve the status and competency of social workers. However, since then social work education continues to be subject to a series of significant changes. The aim of this study is to identify how the degree can illuminate the dilemmas of contemporary social work practice. A qualitative case study of a social work degree programme in England was undertaken after obtaining ethical approval. Data were collected at two different points in time by means of interviews and focus groups. Interviews were conducted with academics (10), practice educators (8) and academics involved in practice learning (2). Two focus groups were undertaken with service users (11) and three focus groups with students (17). A total of 48 participants were involved in the data collection. A thematic analysis approach using versus coding was adopted. The findings indicated that the social work degree contained inherent contradictions which were reflected in social work practice. The contribution of this study lies in the identification of dichotomies in social work education and practice. Any successful and lasting reform of social work education would have to adopt a critical framework able to address contemporary dilemmas.Keywords: social work degree; social work education; reform; dilemmas
In: The British journal of social work, Band 49, Heft 1, S. 44-58
ISSN: 1468-263X
In: The Journal of Practice Teaching and Learning, Band 15, Heft 1, S. 6-23
ISSN: 1759-5150
Abstract: The social work reform agenda sought to transform social work education. The aim was to make qualifying social work education effective at producing social workers fit for practice. A number of reforms have been implemented. These include among others the Professional Capabilities Framework. This framework provides a single set of standards for all social workers from initial qualification to advanced practice. The problem for social work reform and the Professional Capabilities Framework is that elements of the reform remain contested. Despite the implementation of the reforms in 2013 differences continue to exist about the nature and purpose of social work. The key message of this paper is that reconfiguring the Professional Capabilities Framework within Sen's capabilities or human development approach will provide social work education with a more comprehensive foundation with which to engage effectively with contemporary debates about social work education.Keywords: professional capabilities framework; Sen; Naussbaum; capabilities approach; human development model
In: The Journal of Practice Teaching and Learning, Band 14, Heft 2, S. 89-108
ISSN: 1759-5150
Since 2009 social work has undergone significant changes. However, it remains unclear whether these reforms have reached a conclusion. There appears to exist a state of continuous reform, which may impede the opportunity to embed reform into social work education and practice. This paper aims to apply the theoretical model of late modernity to social work in England. Using this approach may offer a way to understand social work reforms as a feature of contemporary societies rather than a situation unique to English social work. The paper applies late modern thinking on risk, pedagogy and ambivalence to make sense of the change process in social work. Finally, a proposal to engage critically with social work reform is sketched out. The key message of this paper is that social work reform in England can be seen as a response to the dilemmas of late modern society. It attempts to eliminate risk in social work education and practice. However, this goal is doomed to failure and social work reform can be seen as stuck within a cycle of reform and change.Keywords: social work reform, late modernity, risk, pedagogy, ambivalence, irony
In: Social work education, Band 35, Heft 5, S. 518-529
ISSN: 1470-1227
In: Social work education, Band 34, Heft 7, S. 771-784
ISSN: 1470-1227
In: The British journal of social work, Band 47, Heft 2, S. 293-307
ISSN: 1468-263X
In: The British journal of social work, Band 46, Heft 7, S. 1981-1996
ISSN: 1468-263X
In: Social work education, Band 34, Heft 1, S. 4-16
ISSN: 1470-1227
In: The Journal of Practice Teaching and Learning, Band 12, Heft 3, S. 62-78
ISSN: 1759-5150
Debates exist about the separation of the academy and the practicum. The purpose of this study is to explore how its findings may contribute to this discussion. The unique pedagogies of the university and practice are explored and consideration is given to whether practice educators hold an intermediary role. A qualitative study of an undergraduate programme in England using thematic analysis was undertaken once ethical approval was given. Individual interviews and focus groups were used. A total of 48 participants were interviewed at two different points in time (2008 and 2011-2012). Although this is a limited small scale study not susceptible to generalisation it may be able to provide an analytic generalisation, which may be replicable with further studies.The findings indicated practice educators struggled to act as a bridge because the academy and the practicum have conflicting and competing signature pedagogies. The contribution of this study is to the contemporary discussion on the SWRB changes and models such as Frontline.
In: The Journal of Practice Teaching and Learning, Band 12, Heft 3, S. 62-78