Social Work Education Research Articles

Navigating Identity Changes Through the Digital Migration: A Collaborative Autoethnography of Social Work Educators

ABSTRACT Online educational delivery is reconstituting educator roles, functions, and expectations, and with that, each educator’s sense of identity as a teacher. This collaborative autoethnography (CAE) explores the experience of three social work educators and the ways in which their identities have shifted as a result of teaching online. CAE provides a qualitative analysis framework which allows for an in-depth exploration of personal meaning-making and the commonalities and differences in the narratives of the authors, while making connections to the literature and the larger context of online education. Four themes emerged in our autoethnographic collaboration as being an integral part of our online educator identities and satisfactions in teaching: (1) the centrality of connection with students, (2) values and beliefs about quality teaching and learning, (3) sense of agency and creativity, and (4) modeling the professional use of self. Synthesizing our findings with the extant literature, we discuss how online teaching shapes educators’ identities, including their sense of self, satisfaction, and motivations. Humanizing educators by acknowledging identity changes in online delivery is an important investment in the sustainability of the academic workforce.

Developing community music in Italy: The journey

This article deals with the relationship between community music and scholarly research within the context of Italian community life, cultural politics, conditions and history. Community music theory and practice activities provide participants with opportunities for growth, development and collaboration, ranging from specific musical skills to social and cultural outreach and the positive challenge of increasing self-awareness and empowerment. After discussing the links between community music projects and social work, music therapy or arts education, the article locates community music in the landscape of Italian music research and, especially, musicology. It summarizes the current state of community music and the efforts to create an Italian network of community music scholars as well as establish a dialogue with similar international networks. The aim is to create the conditions for the establishment of an academic and theoretical framework for community music in Italy that can work as a pathway between music for social change, musicology and music education.

Development of social worker critical reflexivity through integration of lived experience into further education

ABSTRACT Social work education is not completed by graduation from school, and further education is becoming increasingly important. It has been co-opted by neoliberal concepts, even though it should help to solve serious social problems and defend the interests of social groups threatened by current development. Learning from lived experience is key to further education in reaching the critical reflexivity of social workers. Few research studies deal with the involvement of experts by experience in further education. We are interested in learning about the factors contributing to social workers’ learning from lived experience. Our research interest is to deepen our knowledge of the involvement of lived experience in further education of social workers; specifically, we are asking what factors influence social worker learning from lived experience. We are using the research of further education of social workers in chosen municipalities in the Czech Republic and suggest critical aspects of learning modules when working with lived experience.

Educational approaches in African social work: Implications for U.S. social work training

This paper presents a comprehensive exploration of the methodologies in social work education, focusing on the potential integration and synergy between African and U.S. systems. Set against the backdrop of an increasingly globalized world, the study aims to bridge the gap between these two distinct educational paradigms, highlighting the rich diversity and potential for mutual learning. The scope of the paper encompasses a detailed examination of the historical evolution, pedagogical approaches, and the role of culture and tradition in social work practices within both regions. Adopting a comparative educational analysis as its methodological backbone, the study foregoes traditional fieldwork in favor of an extensive literature review and case study analysis. This approach facilitates a nuanced understanding of the differences and similarities in social work education across these diverse cultural contexts. The main findings reveal significant disparities in curriculum design, pedagogical methods, and the integration of community engagement and indigenous knowledge. African social work education, characterized by its community-centric approaches and cultural inclusivity, offers valuable insights that could enhance the U.S. framework. Conversely, the structured methodologies and technological advancements in U.S. programs present opportunities for African social work education. The study concludes with a call for a collaborative, reciprocal educational model. Recommendations include joint curriculum development, faculty exchanges, and shared research initiatives. Such collaborative efforts are essential for preparing future social workers to effectively address global challenges, fostering a more inclusive and culturally sensitive approach to social work education.

The Dystopian World of Social Work Education

The Dystopian World of Social Work Education

A Birthmother’s Counter-Story of Racism and Oppression in Children’s Social Work: Carving an Afro-Centric Space for Sawubona in Euro-Centric Social Work Education, Practice, and the Safeguarding System

Abstract In this article, I ask ‘What are the specific challenges and controversies that birth mothers of ethnic minorities (EM) experience in the safeguarding context’? The aim is to examine safeguarding practices and ascertain how power, racism and gender oppression are understood and experienced by mothers of EMs in social work. The literature highlighted complexities and ethical concerns regarding child protection services with EMs in England. Undertaking qualitative research, a case study approach was used, and purposive sampling was applied to recruit and interview six mothers of EM backgrounds. This article provides an empowering space for Miriam, an Asian mum recounting her lived experiences of statutory social work. Critical theory, critical race theory and intersectionality were the theoretical frameworks, and a framework approach was utilised for data analysis. Key findings revealed the insidious nature of racism, oppression and White dominance, constructing devastating, adversarial work practices that oppressed, excluded, and deprived Miriam. There was an urgent need for change. Drawing on my African heritage, I theorise that the Afro-centric philosophy of Sawubona could make a profound contribution to British social work. Elucidating, ‘I see the whole of you’, the Sawubona practice model illustrates social work values of equality, empathy, dignity, tolerance and respect.

The affective and spatiotemporal benefits of podcasting for teaching social policy practice: learning to ‘love’ social policy

ABSTRACT Social policy, or policy practice, in social work education suffers from an image problem among students. Internationally, students prefer direct practice and find policy practice intimidating and boring. In response to provocations to adopt modern technologies, some academics in social work are employing podcasts in teaching and are making claims about the potential to enhance affective connection, demonstrate the relevance of difficult topics, and improve access to education. Yet, there is little student experience data supporting these claims, and there are critical questions about the extent to which this method achieves the profession’s social justice aims or contributes to the commodification of learning. In this paper, I reflexively thematically analyze qualitative insights from students about their experience of a podcast as a central teaching resource in a social policy practice class. I argue that podcasting offers unique affective and spatiotemporal—that is, social space and time—affordances that begin to salvage policy practice’s image problem. Caution is required, however, if this method is to contribute to critical pedagogical practices and not replicate or reinvent barriers to education.

Creating community in online critical social work courses

ABSTRACT This piece shares a practical participation assignment that emphasizes community-building, activism, collective learning, and contributions. Grounded in critical and inclusive pedagogical approaches, this assignment strives to create and model critical social work practices that require learners to be thoughtful and intentional about their engagement with the community both within and beyond the borders of the virtual classroom. We included this participation assignment in asynchronous online critical social work courses and continue to develop the assignment based on student experiences and feedback. We share the strengths of the assignment, for example, community-building, mutual peer support, countering the isolation that is commonly experienced in online learning, critical self-reflection and self-evaluation, opportunities for student choice, and encouragement of social justice activism outside of the course, and bringing this back into the course in meaningful ways. We also indicate contradictions and challenges of the assignment, for instance, individualistic expectations of participation, resistance from learners to non-traditional assignments, unsettling dominance in curriculum, and the corresponding implications on student evaluations. Lastly, we share our hopeful roadmap for support and implementation of critical and inclusive pedagogical approaches for online social work education and creative assignments that build community inside and outside our learning and teaching contexts.

Meeting the Needs of Students and Families: Adapting Service Delivery of Special Education Social Workers during a Pandemic

Abstract During the COVID-19 pandemic, special education social workers (SESWs) had to adapt to meet the needs of families and students rapidly. Traditionally SESWs delivered services through in-person modalities in schools. However, as the world changed overnight to comply with stay-at-home orders, these social workers found themselves in a unique position to utilize social work skills to mitigate the challenges of remote schooling, the mental health needs of students, and technology scarcity all while maintaining their dedication of service to students, families, and schools. The experience of SESWs as they navigated through the changes and challenges the pandemic caused was explored through in-depth interviews. Via thematic analysis, themes emerged regarding being unprepared, bridging communication (a high priority for mental health services), finding the missing, privacy, eagerness for in-person services, and technology scarcity. The study highlights SESWs’ voices, experiences, and commitment to service.

The Global Agenda for Social Work and Social Development: A Conflicted Global Concept?

This paper reflects on the impact of The Global Agenda (GA) process and focuses on its relevance for social work practitioners and educators in the United Kingdom (UK). It asks, is there a global social work profession? The paper explores three key elements. Firstly, to what extent is it possible to view the diversity of social work under the differing national frameworks, as a coherent, single professional identity? Secondly, to what extent are national concepts of social work related to global instruments such as the Universal Declaration of Human Rights and the UN Sustainable Development Goals (SDGs). Thirdly, are there universal theoretical models? Having explored these questions, The GA process unequivocally adopted the position that there is a global social work profession, that its members and practitioners do share core values, principles and practice models, that these models require constant review and revision, and that one purpose of the process was/is to stimulate those discussions and explore those narratives, as is evident in the four GA reports. This makes The GA process as relevant for practice and policy in the UK, as it is for other countries.

A Call to Action: How Social Work Programs Can Respond to Student Food Insecurity.

The COVID-19 pandemic exacerbated student food insecurity on college campuses and exposed the vulnerability of institutions with no food emergency response. During the COVID-19 pandemic and for years to come, the need for social work to lead efforts on college campuses to address student food insecurity is even greater. The need will continue to be significant for social workers in higher education to support students with basic needs, including resources for food, housing, childcare, and transportation. As has been true after other pandemics and economic downturns, professionally trained social workers are critical to brokering resources for individuals in crisis. This article critically examines the role of social work education in addressing the issue of student food insecurity. Through a conceptual lens, it explores the many dimensions of this problem and highlights vital contributions that social work can make within a higher education setting to alleviate food insecurity, enhance student well-being, and promote equitable opportunities for academic success.

Managerial aspects in macro social work education: comparative analysis between MSW macro programs and nonprofit management education

ABSTRACT The aim of this study is to evaluate the scope of management education within macro social work programs in the U.S. and to contrast this with similar nonprofit management education programs across various disciplines. This comparison aims to shed light on the strengths and weaknesses of management education in social work programs. For this purpose, a thorough list of macro-focused MSW degree programs in the U.S. was compiled using the CSWE database. We examined 521 courses from 86 MSW programs with a macro focus. These courses were analyzed and their content compared with that of nonprofit management education programs in other fields. Our findings reveal that while MSW programs in macro practice emphasize personal and interpersonal management skills, they often overlook crucial management tools like fundraising, marketing, philanthropy, and economics. Consequently, it is recommended that social work educators acknowledge the critical managerial competencies needed in social work agencies and incorporate a broader range of subjects to better equip future leaders in the field.

Getting to the Root: Bridging the Micro-Macro Divide Using the Critical Transformative Potential Development Framework

The discussions about the micro-macro divide in social work often neglect to address how this fabricated rift undermines the mission of social work. Social work students are graduating and entering the field without the confidence and skills required for engaging in macro-level practice. This case study offers a radical approach to social work pedagogy that enables educators to dismantle the micro-macro divide while simultaneously inspiring social change agents by applying the critical transformative potential development model (CTPD) (Jemal, 2022). CTPD is a liberatory framework that social workers can use to bridge the disconnect between micro and macro practice and teach about social issues by stimulating critical reflection, instilling a sense of accountability, and inspiring social action. Using CTPD to teach about food insecurity and construct a community-based food project using micro and macro-level tools allowed students to broaden their analysis of the issue and develop a deeper understanding of the connections between micro and macro practice. Using CTPD as a pedagogical tool will not only increase the critical consciousness and potential for action of students, but it will also demonstrate the interconnectedness of micro and macro practice, a first step in envisioning an abolitionist future.

Social Work Programs for the Ultra-Orthodox Jewish Community: Shaping a Professional Identity and Meeting the Needs of the Community

ABSTRACT The ultra-Orthodox Jewish community is characterized by its strict religious observance and is a relatively self-secluding group existing as an enclave system. In the last few decades, a growing number of ultra-Orthodox Jews have pursued social work degrees. Social work is a profession that shares many of the ultra-Orthodox Jewish community’s values, such as helping those who are in need. However, social work education and practice are also based on liberal-humanist approaches which may conflict with the community’s adherence to the Jewish law (halacha). To overcome some of these obstacles, and in order to meet their unique needs, there are a few programs accredited by the Council on Social Work Education which are designed to teach social work to ultra-Orthodox Jews. We interviewed 21 graduates of such programs to learn about their experiences pursuing a master’s in social work. The results of this study indicate that these programs are culturally sensitive to the ultra-Orthodox community due to their gender-segregated classes, in-house rabbi, respecting the Jewish calendar, and employing instructors who understand the needs of the community. We conclude with implications for future research and policy recommendations to assess the fidelity of these programs and whether they sacrifice essential values of social work.

Social work educators and student wellness needs

ABSTRACT When students struggle with inconsistent food or housing, social distress, or mental health challenges, this can directly impede their learning. Social Work educators in the United States were surveyed to understand what influences their sense of responsibility to address these student issues. 74% of the 116 respondents indicated that they have developed an increased sense of responsibility to address these issues over their time as educators. Student focused concerns were the most common motivation guiding this sense of responsibility, followed by personal and professional motivations. Understanding how social work educators determine how and when to address student wellness needs will continue to influence student learning and the development of future social workers.

Social Work and Intractable Conflict: Professional Experiences and Role Perceptions

Abstract Social workers worldwide share a common framework and mission: to provide aid to those in need and promote social justice. Yet as an international profession, both global and local realities contribute to the unique ways in which the profession is understood and practised in various locations. This article considers the broad issue of how local and global realities shape social workers’ understanding of the profession using the case of Israeli-Jewish social workers as an exemplar. Narrative and life story methods were used to understand individual life stories within collective political and professional contexts. Sixteen Jewish-Israeli social workers participated in two, individual zoom interviews each in which they described becoming a social worker and practising in the context of an intractable conflict, the Israeli–Palestinian conflict. Three approaches to social work practice emerged, suggesting that social work in Israel has shifted away from applying ecological perspectives, limiting both how social workers understand their roles and how they practise. Recommendations for incorporating a politically aware framework to social work practice, research and education are discussed.

Anti-Asian Hate's Impact on Asian American Social Workers: Implications for Professional Training and Education.

This article explores the impact of recent incidents of anti-Asian hate and violence against Asian American social workers, clients, and communities. Asian Americans represent a small but growing proportion of the U.S. population. Yet, Asians are underrepresented in the social work profession-approximately 3.6 percent of the social work workforce and 2.1 percent of licensed social workers are Asian, and data on underrepresented racial and ethnic groups in the workforce continue to omit details on Asian people. Recent social and political framing of the COVID-19 pandemic as attributable to Asian people has fueled racist rhetoric and incidents of hate and bias crimes against Asian people. Through exploratory research to understand the experiences of Asian American social workers in the proliferation of anti-Asian hate, authors identified that more should be done to support and meet the needs of Asian American social workers, clients, and communities by improving social work education and training, by addressing the social work workforce and agency practices, and by expanding upon advocacy and community building.

Teaching self-care: understanding the learned and lived self-care experiences of social work students

ABSTRACT Professional self-care in social work is regarded as paramount to ethical and competent practice. However, the absence of an agreed upon operationalization of self-care leaves social work educators directionless on the teaching and modeling of self-care. This study investigated the learned and lived self-care experiences of BSW and MSW students (n = 80) in their final field education experience. Data collection included an anonymous online survey, focus groups, and a follow-up online survey. Broadly, students were asked to consider three aspects of self-care: 1) their understanding of self-care, including the sources of that understanding; 2) their experienced internal and external barriers to self-care; and 3) the interface between self and systems when practicing self-care. Utilizing a general inductive approach to data analysis, several evocative themes emerged suggesting gaps between the learned experience and the lived experience of self-care including the conflict between familial or cultural values and formal self-care education, a divide between their positive experiences with self-care and their actual performance of self-care, and inhibitory components of professional systems to the personal practice of self-care. Students exhorted their social work educators to model self-care, teach it explicitly, provide in-vivo practice opportunities, and to understand the student experience.

Rethinking community-led total sanitation for eradicating open defecation in rural Ebonyi state communities, Nigeria: practice considerations for social work practitioners and educators

Abstract Nigeria is ranked number two in the world with the highest prevalence of open defecation (OD) despite the adoption of community-led total sanitation (CLTS) since 2007. Using some CLTS-triggered communities in Ebonyi State, this study investigated the awareness of CLTS, OD status, and its drivers as well as social workers' involvement in environmental sustainability. Study data generated from primary surveys included the socio-demographic characteristics of the study population and measurable behavioral elements of the SaniFOAM framework. Results of the statistical analyses show that more than 79% of the respondents were aware of CLTS, yet OD prevalence was 84.8%. While being married (odds ratio (OR): 0.036), being a civil servant (OR: 0.109), and having at least secondary education (OR: 0.119) were associated with lower odds of OD, whereas dislike for trekking (OR: 4.322), absence of laws (OR: 5.380), sanctions (OR: 4.715), and other SaniFOAM variables were associated with increased odds of OD. The results suggest that behavioral change toward OD under CLTS, with its focus on community mobilization for self-awareness and self-assessment for eliminating OD, may be a mirage without stricter approaches, laws, and sanctions for behavioral change. The domiciliation of these within grassroot governments and social workers' involvement in sanitation promotion are suggested.

Involving Service Users in Social Work Education, Research and Policy: a Comparative European Analysis, Kristel Driessens and Vicky Lyssens-Danneboom (eds)

Involving Service Users in Social Work Education, Research and Policy: a Comparative European Analysis, Kristel Driessens and Vicky Lyssens-Danneboom (eds)