scholarly journals Applying anti-oppressive approach to social work practice in Africa: reflections of Nigerian BSW students

2020 ◽  
Vol 2 (3) ◽  
pp. 197-213 ◽  
Author(s):  
Solomon Amadasun ◽  
Tracy Beauty Evbayiro Omorogiuwa
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Structured Interviews ◽  
Content Type ◽  
Social Work Educators ◽  
Work Education ◽  
Practical Implications

Purpose As the next generation of social workers in a continent bedecked by oppressive customs, it is cardinal that the voices of social work students be heard. This study aims to share the reflections of Nigerian BSW students about anti-oppressive approach to professional practice. Design/methodology/approach Drawing on a qualitative approach, semi-structured interviews were conducted among fourth-year social work students at one of the elite universities in the southern region of Nigeria. Findings Results reveal that, although willing to challenge oppressive practices, social work students are ill-equipped to apply anti-oppressive approach to social work practice in Nigeria. Research limitations/implications This study makes an important contribution to the field and to the existing literature because the findings have broader implications for social work education in Nigeria. Practical implications In enforcing the suggestions of this study, it is expected that social work education will become able to produce competently trained students who are only knowledgeable about anti-oppressive social work but are equally prepared to address Nigeria’s myriad oppressive practices that have long undermined the nation’s quest for social development. Social implications The application of the anti-oppressive approach to social work practice is integral to ridding society of all forms of overt social injustice and other forms of latent oppressive policies. Originality/value Suggestions are offered to Nigerian social work educators toward ensuring that students are not only well equipped in the understanding of anti-oppressive social work but also ready to apply this model to professional social work practice following their graduation.

scholarly journals Preferences and Orientations of Social Work Students towards Methods and Forms of Professional Practice

2021 ◽  
Vol 29 (1) ◽  
pp. 71-81
Author(s):  
Ginka Mehandzhiyska
Keyword(s):  
Social Work ◽  
Conceptual Model ◽  
Professional Practice ◽  
Social Work Education ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Research Data ◽  
The Social ◽  
Work Education

This article presents results from research on preferences of social work students (n=60) towards particular methods and forms when practicing their profession. A conceptual model has been applied, where measurements and analysis lead to identification of two methodological orientations: micro- and macro-orientation. Based on research data conclussions are made about the profile of the students' interests for practicing the social work profession in particular areas and settings. Presented analysis concludes that social work education prepares professionals with profiles relevant to the needs of social work practice.

scholarly journals Utilising the ‘common third’ to enhance social work education

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Elizabeth McCreadie
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Academic Staff ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Teaching Staff ◽  
Service Users ◽  
The Common ◽  
Work Education

This article considers the utilisation of the common third to prepare social work students for practice by engaging with education in the broadest sense of the term ( Jackson and Cameron, 2011 ). Quality social work practitioners need fully developed reflective capacities to assist with the complex issues faced by individuals who experience marginalisation, discrimination, and inequality. In order to help develop autonomous and critical thinkers, which is of the utmost importance for social work, this article considers the value of the common third as part of the learning process. The common third, using activities to strengthen relationships, enhances social work practice and this article evaluates a three-day residential experience of outdoor pursuits in partnership with students, service users, practice educators, and teaching staff. This experience has been undertaken for several years at the University of West London, funded by the Education Support Grant from the Department of Health. Until now only anecdotal accounts were available; however, in 2018 staff sought written and verbal feedback from participants to assist in the writing of this article. This is based on the 2018 experience of 45 first-year social work students, six academic staff members, three service users, and two social work practice educators. The findings support the positive anecdotal accounts given to date and highlight the benefits of the common third in social work education.

scholarly journals Legal education for social work students: Toward an interdisciplinary framework of teaching and practice

2021 ◽  
Vol 3 (1) ◽  
pp. 111-120
Author(s):  
Vered Ben David ◽  
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Legal Education ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Legal Studies ◽  
Social Work Practitioners ◽  
The Law ◽  
Work Education

Since social work practice interfaces with the law in various ways, there is a need to integrate legal studies into social work education. Currently, social work curricula leave little room for basic legal education and, furthermore, there appears to be a general negative reaction to the law among social workers. This paper presents a comprehensive analysis of the importance of law to social work, and discusses aspects of the law that are particularly valuable to social work education and practice. We contend that it is vital to provide social work students with basic legal education in order to promote efficient social work practice and collaboration between the law and social work. We analyze inter-connections between social work and legal disciplines and discuss the challenges and benefits derived from combining the two disciplines. Key areas of legal education that should be addressed in order to educate future effective social work practitioners are also discussed. The discussion is based on our experience in providing legal education to social work students, our belief in the importance of law to social work, and our experience in the practice of both legal and social work.

Combating Stigma and Discrimination Among Social Work Students

2009 ◽  
Vol 28 (2) ◽  
pp. 95-98
Author(s):  
Atsuko K. Matsuoka ◽  
Ann Thompson
Keyword(s):  
Mental Health ◽  
Social Work ◽  
Social Work Education ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Mental Health Recovery ◽  
Educational Module ◽  
Critical Social Work ◽  
Work Education

This paper presents an anti-stigma and anti-discrimination program for social work students. This educational module is designed to be incorporated into current courses on anti-discriminatory/oppressive social work practice, which are mandatory in Canadian social work education. The program is novel, as it builds on both mental health recovery values and critical social work.

Social Work Education: Multiculturalism

2013 ◽  
Author(s):  
Ann Rosegrant Alvarez
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Positive Impact ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Academic Disciplines ◽  
Future Directions ◽  
Work Education ◽  
Different Cultures

Despite many debates about the meaning and implications of multiculturalism, it remains an important concept within social work and other professional and academic disciplines. The basic idea of multiculturalism in social work education is that social work students need to learn to work effectively with people from many different cultures, and that this will have a positive impact on their social work practice and on outcomes for those with whom they work. It has been linked to issues of power, oppression, and social change. Future directions include focus on intersectionality and continued development of the implementation and implications of multiculturalism within social work education.

Defining Criteria on Professional Suitability for Social Work Practice

2009 ◽  
Vol 14 (2) ◽  
pp. 105-121 ◽  
Author(s):  
Dora Tam ◽  
Heather Coleman
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Social Consciousness ◽  
Future Research ◽  
Field Instructors ◽  
Social Work Educators ◽  
Work Education ◽  
Qualitative Responses

Social work educators are responsible for ensuring that social work students demonstrate the required practice competencies before they graduate and enter the profession. However, the lack of concrete criteria for evaluating student suitability poses challenges to social work educators. This article reports the results from a questionnaire survey mailed to BSW field instructors asking them to define criteria for professional suitability in social work. Of the 190 questionnaires that were returned, 142 contained qualitative responses defining criteria for professional suitability. Emerging from these responses were five categories consisting of 30 items defining professional suitability. They were personal suitability, practice suitability, ethical suitability, interpersonal suitability, and social consciousness suitability. Implications for social work education and future research are discussed.

Visions of community

1999 ◽  
Vol 42 (1) ◽  
pp. 27-38
Author(s):  
Pauline Jivanjee ◽  
Susan Tebb
Keyword(s):  
United States ◽  
Social Work ◽  
Social Work Education ◽  
Work Practice ◽  
The United States ◽  
Social Work Practice ◽  
Women's Movements ◽  
Work Education

Experiences traveling in Kenya provide a backdrop to an examination of the principles and practices of the Harambee and women’s movements in Kenya as they compare with feminist social work practice in the United States. Concluding remarks address the implications of our learning for our work in social work education.

Sign in / Sign up

Export Citation Format

Share Document