Abstract
Social work education in Australia is bound by a range of rules and assumptions supported by both higher education institutions and the Australian Association of Social Workers (AASW). This autoethnography explores a range of contradictions within social work education from the unique perspective of someone who was simultaneously a student and academic in social work. This experience occurred because, although PhD qualified in social work, rulings set down by the AASW lead to me being excluded from consideration in permanent roles. The position led me to becoming an online Master of Social Work (MSW) student whilst still being a social work educator allowing me to explore a range of contradictory rules and processes within social work education. Analysis of my reflections, journals, assignments and conversations with colleagues unveiled a range of mixed messages in relation to social inclusion, technical rationalism, self-care and field placement supervision. My findings contribute to current debates about how neoliberalism currently impacts on inclusion in social work education and development of a professional identity. In exploring my dual roles, this autoethnography unveils contradictions within social work education and accreditation that question the social justice mission of the profession.
Highlights
This article examines my unique and individual experience of being a simultaneous social work student and academic. This occurred due to my desire to contribute to social justice and due to rules set down by the accrediting body, the Australian Association of Social Workers (AASW)
These rules are known as the Australian Social Work Education and Accreditation Standards (ASWEAS) and specify a range of requirements including the qualifications of teaching staff, student placement requirements and curriculum
My experience of the ASWEAS was that they contradict the social justice mission of social work, often focusing on student exclusion rather than inclusion
Summary
This article examines my unique and individual experience of being a simultaneous social work student and academic This occurred due to my desire to contribute to social justice and due to rules set down by the accrediting body, the Australian Association of Social Workers (AASW). An emphasis on technical rationality, despite social works need for a person in environment approach; training of placement supervisors in what is meant to be a signature pedagogy in social work and; and framing organisational needs over personal needs whilst encouraging students to develop self-care capacities These findings examine my own unique lived experience and are not meant as a blanket commentary of all areas or locations of social work education. I was able to reflect upon my own experience of how the ASWEAS form a social work identity concerned with conforming to rules rather than engaging students in critical social change
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