Educating Social Workers for Social Justice Practice: A Field Education Model.
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| Title: | Educating Social Workers for Social Justice Practice: A Field Education Model. |
|---|---|
| Authors: | Forster, Michael1, Rehner, Tim1 |
| Source: | International Journal of Learning. 2009, Vol. 15 Issue 10, p39-43. 5p. |
| Subject Terms: | *Social work in education, *Social work education, *Current events education, *Active learning, *Education research, Social justice |
| Abstract: | Academic social work has an obligation to educate students in matters of social and economic justice. Effective social justice education requires two complementary components - conceptual knowledge in the form of well-designed coursework, and direct experience in the form of supervised field education in an appropriate setting. The latter component, challenging to provide, is generally the more commonly neglected. The paper describes field experiences offered to social work students by the Family Network Partnership (FNP), a community based youth and family service agency operated by the School of Social Work in Hattiesburg, Mississippi, USA. Students are immersed in a community context of poverty, high rates of crime, family disruption and poor housing stock, minimal public services such as transportation, and a general paucity of resources. The student learning process itself is conceptualized as a three stage "pedagogy of engagement" adapted from Kolb's (1984) framework of experiential learning - (1) revelation and dissonance, (2) integration and linkage, (3) consciousness and commitment. The outcome of the learning process is, ideally, a professional identity as "social work citizen," i.e. a professional whose work bears an inherent and irreducible reference to social and economic justice concerns in the "public world" (Fisher and Karger, 1997). [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Learning is the property of Common Ground Research Networks and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 40825416 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Educating Social Workers for Social Justice Practice: A Field Education Model. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Forster%2C+Michael%22">Forster, Michael</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Rehner%2C+Tim%22">Rehner, Tim</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Learning%22">International Journal of Learning</searchLink>. 2009, Vol. 15 Issue 10, p39-43. 5p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Social+work+in+education%22">Social work in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+work+education%22">Social work education</searchLink><br />*<searchLink fieldCode="DE" term="%22Current+events+education%22">Current events education</searchLink><br />*<searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br /><searchLink fieldCode="DE" term="%22Social+justice%22">Social justice</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Academic social work has an obligation to educate students in matters of social and economic justice. Effective social justice education requires two complementary components - conceptual knowledge in the form of well-designed coursework, and direct experience in the form of supervised field education in an appropriate setting. The latter component, challenging to provide, is generally the more commonly neglected. The paper describes field experiences offered to social work students by the Family Network Partnership (FNP), a community based youth and family service agency operated by the School of Social Work in Hattiesburg, Mississippi, USA. Students are immersed in a community context of poverty, high rates of crime, family disruption and poor housing stock, minimal public services such as transportation, and a general paucity of resources. The student learning process itself is conceptualized as a three stage "pedagogy of engagement" adapted from Kolb's (1984) framework of experiential learning - (1) revelation and dissonance, (2) integration and linkage, (3) consciousness and commitment. The outcome of the learning process is, ideally, a professional identity as "social work citizen," i.e. a professional whose work bears an inherent and irreducible reference to social and economic justice concerns in the "public world" (Fisher and Karger, 1997). [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Learning is the property of Common Ground Research Networks and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=40825416 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 5 StartPage: 39 Subjects: – SubjectFull: Social work in education Type: general – SubjectFull: Social work education Type: general – SubjectFull: Current events education Type: general – SubjectFull: Active learning Type: general – SubjectFull: Education research Type: general – SubjectFull: Social justice Type: general Titles: – TitleFull: Educating Social Workers for Social Justice Practice: A Field Education Model. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Forster, Michael – PersonEntity: Name: NameFull: Rehner, Tim IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2009 Type: published Y: 2009 Numbering: – Type: volume Value: 15 – Type: issue Value: 10 Titles: – TitleFull: International Journal of Learning Type: main |
| ResultId | 1 |
