https://hdl.handle.net/2123/11796 2026-06-13T16:34:05Z 2026-06-13T16:34:05Z Nadkarni, Vimla V. Joseph, Sandra https://hdl.handle.net/2123/18310 2025-10-20T00:03:16Z 2014-09-08T00:00:00Z

Envisioning a professional identity: charting pathways through social work education in India Nadkarni, Vimla V.; Joseph, Sandra This paper presents an overview of social work as a profession in India, tracing its historical beginnings, philosophical base, dominant practice perspectives, its relevance in the country’s current socioeconomic and politicocultural context and its impact on emerging trends in global practice. It also aims to stimulate discussion on the possible ways through which Social Work education can make significant contributions in the wake of the changing trends in state responsibility towards the poor and marginalised and in doing so carve its professional identity in order to gain its rightful status in Indian society.

2014-09-08T00:00:00Z Yuen-Tsang, Angelina W.K. Ku, Ben H.B. Wang, Sibin https://hdl.handle.net/2123/18294 2025-10-20T00:03:17Z 2014-09-08T00:00:00Z

Social work education as a catalyst for social change and social development: case study of a Master of Social Work Program in China Yuen-Tsang, Angelina W.K.; Ku, Ben H.B.; Wang, Sibin In response to the urgent need for professionally trained social workers to help in alleviating emerging social problems in China after the introduction of the market economy, the Hong Kong Polytechnic University and the Peking University launched a Master of Social Work (China) Program for social work educators in 2000, with the aim of developing a critical mass of social work educators to take up the future leadership in developing social work and social work education in China. To date, seven cohorts of over 230 students consisting of social work educators, NGO and government officials have been admitted to the program, and graduates of the program are playing a pivotal role in spearheading the development of social work education and fostering social development through the process. In this paper, the authors will present the vision and mission of the Master of Social Work (MSW) Program, the teaching and learning strategies adopted, and the ways in which the program has facilitated social change and social development through its educational process.

2014-09-08T00:00:00Z Shockley, Clara Baskind, Frank R. https://hdl.handle.net/2123/18302 2025-10-20T00:03:17Z 2014-09-08T00:00:00Z

Social work education in the United States: beyond boundaries Shockley, Clara; Baskind, Frank R. Today in the United States of America, social work education at the baccalaureate, master’s, and doctoral levels enjoys high demand, while continuously evolving in response to its environment and the changing context of professional practice. This chapter explores the salient features that propel American social work education towards excellence. These include the Council on Social Work Education’s Educational Philosophy and Educational Standards (EPAS); the credentials and scholarship of the faculty who craft the programs and curricula; accreditation standards that address global awareness; the values and ethics of the profession; and economic and social justice through a lens of cultural competency. Contemporary issues in American higher education also are identified to illustrate social work education’s responses to evolving trends in university teaching.

2014-09-08T00:00:00Z Wallimann, Isidor https://hdl.handle.net/2123/18314 2025-10-20T00:03:16Z 2014-09-08T00:00:00Z

Transnational social work: a new paradigm with perspectives Wallimann, Isidor In the course of its professionalisation, social work seems to have got trapped in national social policy frames while our world is increasingly marked by transnational processes. Due to its structural location within nation states, therefore, social work generally has its hands tied to adequately respond to ‘globalisation’, particularly in the almost total absence of transnational or world social policy frames. Given this situation, what can the profession do? This chapter explores how social work could experience a professional renaissance by explicitly reflecting its role and activities from a transnational perspective. First is explored what a transnational social work perspective is, and what it is not. Second, the possible locations are identified as to where transnational social work could already be practiced. Third, key knowledge dimension are identified for the entire social work field to move forward in adopting a transnational perspective in training, research, service delivery systems and practice.

2014-09-08T00:00:00Z Noble, Carolyn Henrickson, Mark https://hdl.handle.net/2123/18315 2025-10-20T00:03:14Z 2014-09-08T00:00:00Z

Towards identifying a philosophical basis of social work Noble, Carolyn; Henrickson, Mark Social work has absorbed and adapted major theories from related disciplines since its inception as an applied discipline over 100 years ago. These positions have been used to construct its ethical underpinnings and its epistemological standpoint. In this chapter we revisit this activity and address two questions: can we act as practitioners before we are fully cognisant of the ontological and philosophical position informing our practice? Is it possible to have a unitary, core ‘truth to act’ in light of the current globalisation of cultural norms, intercultural influences and challenges to intellectual traditions as being patriarchal, colonial and monocultural? Social workers must critically engage with philosophical and theoretical writings in order to understand the bases and implications of their practice decisions. Equally, however, a philosophy of social work must be dynamic, intersubjective and dialogic, and propose that we co-create theory, knowledge and praxis with our clients.

2014-09-08T00:00:00Z Littlechild, Brian Lyons, Karen https://hdl.handle.net/2123/18301 2025-10-20T00:03:14Z 2014-09-08T00:00:00Z

Social work education in the United Kingdom Littlechild, Brian; Lyons, Karen This chapter examines key areas in social work education theory, practice, and research in the UK, including the main methods used and the client groups with whom social workers engage. The chapter sketches the origins and development of social work education and identifies key features currently framing social work education (SWE). The latter include factors associated with higher education systems and policies as well as those specific to social work in its organisational frameworks and as a profession. The staffing of social work programs and the role of research in relation to theory and practice development are discussed. A major section presents the predominant practice models, methods, theories and perspectives and their associated histories and epistemological challenges. Mention is made of contributing disciplines (e.g. sociology and law) and the key teaching and learning strategies utilised, including in relation to issues of cultural relativism and understanding, and international influences. Conclusions are drawn regarding the health of the discipline in the UK.

2014-09-08T00:00:00Z Briskman, Linda https://hdl.handle.net/2123/18293 2025-10-20T00:03:20Z 2014-09-08T00:00:00Z

Reflections of an activist social worker: challenging human rights violations Briskman, Linda Activism in social work can arise from practitioner wisdom that prompts action to respond to human rights violations. This paper offers reflections on the Eileen Younghusband keynote address in South Africa in 2008. I lament the lack of human rights advancement in subsequent years where infringements on the rights of many of the world’s most vulnerable people receive negative responses from governments and scant attention from professions. The paper calls for ascendancy of the active moral practitioner, born from outrage and a desire to combat racism, the marginalisation and demonisation of those ‘othered’ in dominant discourse. Social work values and principles provide leads.

2014-09-08T00:00:00Z Sewpaul, Vishanthie https://hdl.handle.net/2123/18288 2025-10-20T00:03:18Z 2014-09-08T00:00:00Z

Social work education: current trends and future directions Sewpaul, Vishanthie This chapter deals with changing patterns of social work education in a rapidly globalising world. Neoliberalism and advances in information technology are creating spaces for cross-border, virtual education as never before. The chapter interrogates the impact of neocolonial, capitalist expansion of higher education as a tradable commodity, and reviews some of the debates around the universal and the particular with regard to cross border virtual education. The universal-particular debate is further probed by reviewing global initiatives of the International Association of Schools of Social Work (IASSW) and International Federation of Social Workers (IFSW), such as the Global Definition, program consultations linked to the Global Standards, and the proposal to form regional centres of excellence. While well-intentioned, neither the processes nor the outcomes of these initiatives are neutral, often reflecting geo-political power, the project of legitimation, hegemonic discourses and neoliberal and new managerialist thrusts towards standard setting, performance appraisals and external reviews within modernist notions of progress and development.

2014-09-08T00:00:00Z Rock, Letnie Buchanan, Cerita https://hdl.handle.net/2123/18306 2025-10-20T00:03:22Z 2014-09-08T00:00:00Z

Social work education in the Caribbean: charting pathways to growth and globalisation Rock, Letnie; Buchanan, Cerita Professional social work education began in the English-speaking Caribbean in 1961. Over time there has been a gradual development of undergraduate and graduate social work programs in the region. These programs which vary in some respects are delivered in multidisciplinary departments in colleges and universities in the region. In every institution a small number of social work faculty members deliver social work training which focuses on preparing social workers to practice in the Caribbean or elsewhere. In addition to the core courses and electives taught in these programs there is the requirement of a supervised internship that takes place within social service agencies. This internship may vary in duration and intensity according to the level of the training offered. Most programs have a regional orientation but faculty are being encouraged by the Association of Caribbean Social Work Educators (ACSWE) to use the IASSW/IFSW Global Standards to benchmark for excellence.

2014-09-08T00:00:00Z Moosa-Mitha, Mehmoona https://hdl.handle.net/2123/18300 2025-10-20T00:03:22Z 2014-09-08T00:00:00Z

International social work education: the Canadian context Moosa-Mitha, Mehmoona In this chapter I analyse themes that emerge from scholarship on international social work education in the Canadian context. I focus on international student exchanges in my analysis through a centring of the multicultural/settler identity of Canadian society. I reflect on the definition of global oppression, student outcomes and the Canadian liberal welfare state, through the lens of the multicultural/settler identity of Canadian society, which serves to collapse the binary that exists between national and international as the basic assumption within which international social work education normatively operates. It also highlights different motivations present when minority students undertake international social work exchanges. It emphasises the geo-political nature of space and boundary crossing and makes explicit the colonial nature of power relationships that divide the world into a global north and south.

2014-09-08T00:00:00Z Gray, Mel Webb, Stephen A. https://hdl.handle.net/2123/18290 2025-10-20T00:03:28Z 2014-09-08T00:00:00Z

No issue, no politics: towards a New Left in social work education Gray, Mel; Webb, Stephen A. This chapter articulates a new politics for social work education in light of its public statements on confronting injustice and inequality (Global Agenda, International Federation of Social Workers, International Association of Schools of Social Work and International Council on Social Welfare (IASSW, ICSW, IFSW 2012). With social justice as a guiding value, we exhort social workers to take an ethical and political stance and define how commitments can be mobilised. Students come to social work motivated by change: they want to make a difference but the crucial question is ‘How do we make this happen?’ To answer this we need to understand the centrality that issues play in mobilising a politics of controversy for social work and gain salience with publics in political activation. We argue that the displacement of politics to a global forum, in which a cross-national alliance of social workers can hold an international institution to account, requires a concrete set of controversies over which mobilisation can be configured. Our intention is to conceive of public involvement in politics – in this instance by social work students and their educators – as being occasioned by, and providing a way to settle, controversies that existing institutions are unable to resolve. This chapter is in part a call for social work educators to renew their engagement with radical thought through issues that impact on students and practitioners alike.

2014-09-08T00:00:00Z Mupedziswa, Rodreck Sinkamba, Refilwe P. https://hdl.handle.net/2123/18305 2025-10-20T00:03:25Z 2014-09-08T00:00:00Z

Social work education and training in southern and east Africa: yesterday, today and tomorrow Mupedziswa, Rodreck; Sinkamba, Refilwe P. In Africa, social work is considered a young profession, as it was imported from the West at the beginning of the last century. Critics have expressed concern that African social work education, because of its Western roots, lacked appropriateness and relevance. Many institutions in southern and east Africa have heeded the call to strive for relevance. Studies, however, reveal that enormous challenges have been encountered in attempts to realise relevance, while at the same time ensuring adherence to IASSW Global Standards. The impediments have included problems in generating indigenous teaching materials, lack of resources, lack of appropriate field placements, etc. Using empirical data, this paper commences by chronicling the historical development of social work education and training in Southern and East Africa, before surveying its current state, and concluding with comments on prospects for the future.

2014-09-08T00:00:00Z Fejo-King, Christine https://hdl.handle.net/2123/18311 2025-10-20T00:03:25Z 2014-09-08T00:00:00Z

Indigenism and Australian social work Fejo-King, Christine Indigenism is a concept that has emerged over the last 20 years as a result of the engagement of Indigenous academics with research. It is a way of claiming a space within research for Aboriginal knowledge systems and ways of knowing, being and doing. However, in Australia, Indigenism and Indigenist theory and practice have not been confined to research alone, it has been embedded within Aboriginal and Torres Strait Islander social work for a number of decades. This chapter will introduce Indigenism and Indigenist theory and practice in social work, as it was developed in the Australian setting in the 1970s, identify how it has evolved and illustrate how it has impacted on both Australian social work and national policies and practices. The chapter will then move on to explore how Indigenism and Indigenist theory can inform social work theory and practice into the future.

2014-09-08T00:00:00Z Abramovitz, Mimi https://hdl.handle.net/2123/18299 2025-10-20T00:03:25Z 2014-09-08T00:00:00Z

Economic crises, neoliberalism, and the US welfare state: trends, outcomes and political struggle Abramovitz, Mimi The rise of neoliberalism in the US represents a response to the second economic crisis of the 20th century. Seeking to restore profits and economic growth, neoliberal proponents called for redistributing income upwards and downsizing the state. The resulting tax and budget cuts, privatisation, devolution and weakening of social movements led to greater economic insecurity/poverty, increased social problems, greater privatisation of services and increased regulation of the poor. Neoliberalism created enormous wealth for the top earners but it failed to produce the promised economic growth. Three intertwined political tactics helped to convince the American public to support polices that undermined their well-being and political power: the fabrication of a crisis, the generation of four panics and the exploitation of the resulting fears to impose policies that people would not otherwise stand for. Social workers are encouraged to engage in political struggle to reverse the unjust outcomes of the neoliberal assault on welfare states around the world.

2014-09-08T00:00:00Z Semigina, Tetyana Boyko, Oksana https://hdl.handle.net/2123/18297 2025-10-20T00:03:24Z 2014-09-08T00:00:00Z

Social work education in the post-socialist and post-modern era: the case of Ukraine Semigina, Tetyana; Boyko, Oksana During the last decade there have been significant changes in social work observed in many post-socialist and post-Soviet countries (Ukraine, Russia, Lithuania, Georgia etc.). The aim of this chapter is to introduce the international social work community to the context of social work developments in transition countries. The specific focus will be on Ukraine as a post-socialist country where social work as a professional project as well as social work education have been established quite recently. Specific consideration is given to the existing post-socialist society’s body of social work knowledge as the key feature of the social work professional project (Weiss-Gal & Welbourne 2008) and social work education. The interplay between political context, public values, social work teacher professionalism and professional practice development is considered.

2014-09-08T00:00:00Z Muñoz-Guzmán, Carolina Mancinas, Sandra Nucci, Nelly https://hdl.handle.net/2123/18307 2025-10-20T00:03:26Z 2014-09-08T00:00:00Z

Social work education and family in Latin America: a case study Muñoz-Guzmán, Carolina; Mancinas, Sandra; Nucci, Nelly The chapter develops a comparative analysis of three social work programs applied in three Latin-American countries, to answer the question whether these programs do or do not include teaching about families in a way that students are prepared for, enabling clients to challenge and transcend oppressions that disempower them (Dominelli 2002). To attain that goal, we identified three key dimensions that help students in achieving a comprehensive sociopolitical and integrated analysis about familial contexts, and constitute basic content in social work programs that should provide 1) acknowledgement of social and demographic changes, 2) a critical approach to social policies our states are adopting, and 3) a dialogue with vulnerable and marginalised families about their needs and the challenges they experience. Through analysis of each case and cross-case analysis, we answer the question guiding the study and propose some future challenges.

2014-09-08T00:00:00Z Zaviršek, Darja https://hdl.handle.net/2123/18296 2025-10-20T00:03:29Z 2014-09-08T00:00:00Z

Social work education in Eastern Europe: can post-communism be followed by diversity? Zaviršek, Darja Social work education in Eastern Europe is marked by a historical period of state socialism and its socially constructed understanding of the person and the collective. Since the individual was subsumed by the collective, and social policy served the goals of the communist state, social work education in Eastern Europe has traditionally focused on the theories of collective social justice and equality. Theories of economic and social justice and universal social protection are still more represented than the theories of self-determination and the understanding of human rights from the universalist-particularist perspective. The key epistemological challenges are the understanding of diversity, empowerment and the ethical dilemmas in social work. There is a gap between social work education and social work practice, which opens some concerns about the methodological approaches of teaching, the selection of the students and the large numbers of newly qualified social workers every year. Educators previously came from sociology, psychology and law sciences, while today social work teachers most often come from the social work discipline and social work is taught at universities. Most social work departments have undergraduate and master programs and some have also developed doctoral programs.

2014-09-08T00:00:00Z Staub-Bernasconi, Silvia https://hdl.handle.net/2123/18313 2025-10-20T00:03:18Z 2014-09-08T00:00:00Z

Transcending disciplinary, professional and national borders in social work education Staub-Bernasconi, Silvia The following contribution addresses the questions: Is social work education prepared to promote the goals of the ‘Global Agenda for Social Work and Social Development – Commitment to Action’ presented to the United Nations in Geneva in 2012 by the three international associations (International Association of Schools of Social Work [IASSW], International Federation of Social Workers [IFSW] and International Council on Social Welfare [ICSW])? What changes in education and practice are needed, when social work and social policy are focused on a transnational frame? The starting hypothesis is that the influences of globalisation and world society on social problems cannot be ignored anymore. What does this mean for the organisation of the disciplinary knowledge, the professional mandate and its ethical base in human rights, social justice and democracy? Are they ‘globalisable’? And, as a consequence, how could we overcome the deep dividing line between micro and macro practice? How this could be done is illustrated with two examples: first, the development of social care-chains for the problem of deportation of migrants or asylum-seekers; and second, world-poverty, which requires influencing social cause chains.

2014-09-08T00:00:00Z Nikku, Bala Raju https://hdl.handle.net/2123/18308 2025-10-20T00:03:17Z 2014-09-08T00:00:00Z

Social work education in South Asia: diverse, dynamic and disjointed? Nikku, Bala Raju Social work, claiming to be a global profession, is struggling for its legitimate identity in South Asia. South Asia is home to over one-fifth of the world’s population, making the region one of the most populous and culturally, economically, socially and politically diverse geographical regions. Like the variations across the region, there exist key differences in the growth, establishment, nature and practice of social work education which is dynamic, diverse but also disjointed. Imparting social work education in countries of South Asia is a challenging task due to political instabilities, multicultural issues and low professional recognition. Using a comparative approach, this chapter analyses the initiation, growth and knowledge base of social work programs and addresses key epistemological challenges. By doing so, it suggests revisiting social work curricula and teaching practices in the region. Divided in to five sections, this chapter provides a regional view of the status of social work education and argues for crafting indigenous social work knowledge and practices, teaching and practice innovations, and human resource development of social work educators and students in this vast and diverse region.

2014-09-08T00:00:00Z Healy, Lynne M. https://hdl.handle.net/2123/18287 2025-10-20T00:03:21Z 2014-09-08T00:00:00Z

Global education for social work: old debates and future directions for international social work Healy, Lynne M. Social work is enmeshed in the context of globalisation, offering new opportunities as well as threats to the profession and its educational sector. As a result, interest in international social work has expanded, yet the area remains without a clear definition. This chapter explores three different directions for international social work: as a movement for increased universality in standards for practice and education; as a form of specialised practice; and as the profession’s actions and impact on global policy, especially following the adoption of the Global Agenda for Social Work and Social Development. The continuing debates over imperialism and indigenisation are acknowledged and the salience of these for each of the directions is discussed. Implications and recommendations for social work education are addressed.

2014-09-08T00:00:00Z Staniforth, Barbara Noble, Carolyn https://hdl.handle.net/2123/18303 2025-10-20T00:03:19Z 2014-09-08T00:00:00Z

Social work education in Aotearoa/New Zealand and Australia Staniforth, Barbara; Noble, Carolyn Aotearoa/New Zealand and Australia have unique histories which have strongly shaped the development of social work education within their settings. This chapter explores the commonalities and differences of each country in relation to the development of the profession and the provision of social work education. Particular emphasis is placed upon the role of Aotearoa/New Zealand’s bicultural status and Australia’s incorporation of indigeneity in the shaping of the delivery and curricula within social work education. This chapter also explores how social work education in the South Pacific is offering a valuable contribution to the development of an indigenous-centred social work education.

2014-09-08T00:00:00Z Nugroho, Fentiny Santi, Kanya Eka https://hdl.handle.net/2123/18309 2025-10-20T00:03:18Z 2014-09-08T00:00:00Z

Social work education in Indonesia: challenges and reforms Nugroho, Fentiny; Santi, Kanya Eka The social work profession in Indonesia has not yet become a desirable occupation that parents would like their children to take up, as opposed to a doctor or an engineer. This is partly because the profession is not widely known yet in Indonesia. Why is this the case? It is a relatively new development in Indonesia, which began around the late 1950s when the Ministry of Social Affairs commenced to recruit social workers as its employees. Furthermore, the term ‘social worker’ is not considered attractive as an occupation. In Indonesia, social work philosophy is ‘helping people to help themselves’. The concept of a ‘helping profession’ is not regarded as based on science and knowledge, because in the daily life of Indonesian society ‘helping others’ is common, because the general nature of Indonesian society is still in a close relationship, so they tend not to feel the need for a ‘helping profession’. Research conducted by the Asian Pacific Association for Social Work Education (APASWE) revealed that in the country many people do not know about the profession of social work. For those people, volunteers are social workers (Sasaki 2013). This condition is a major challenge that must be faced by social work/social welfare education in Indonesia. How can we make efforts to make social work widely known, and social work become a desired profession? This chapter will discuss the debates around social work, which incorporate challenges encountered and the efforts made for social work development.

2014-09-08T00:00:00Z Han, In-young Lim, Jung-won https://hdl.handle.net/2123/18304 2025-10-20T00:03:19Z 2014-09-08T00:00:00Z

The current status and future challenges of social work education in South Korea Han, In-young; Lim, Jung-won The growth in the number of social workers in the past six decades has been accompanied by a dramatic shift in social work education in South Korea. However, the quality of social work education was not fully considered. Thus, this chapter sets out the history and current status of social work education in South Korea, and discusses the contemporary challenges and the future of social work education in South Korea. First, current status and issues regarding academic programs, curricula, field education, and the social work licensure system are addressed. The challenges for social work education in South Korea are then discussed. The areas of accreditation reviews to verify each program, course development beyond the licensure examination, the improvement in the quality of field education, and efforts to improve social work competencies are all then examined.

2014-09-08T00:00:00Z Wilson, Maureen Calhoun, Avery Whitmore, Elizabeth https://hdl.handle.net/2123/18292 2025-10-20T00:03:23Z 2014-09-08T00:00:00Z

Contesting the neoliberal global agenda: lessons from activists Wilson, Maureen; Calhoun, Avery; Whitmore, Elizabeth With the ongoing failure of governments to protect their citizens from impacts of the neoliberal global agenda, civil society groups worldwide have moved into the breach. Social workers, as allies of these groups, are uniquely positioned to help maximise their effectiveness in confronting the threats of corporate globalisation to democracy, economic justice, the environment and protection of the commons. How do activist groups know when they’re making a difference? This chapter builds on a four-year collaboration with nine diverse activist groups to see what we could learn together about effective practice in social/environmental justice work. We report on what activists told us about what ‘success’ means in their work, and what facilitates those successes. Reflecting on the implications of these findings in relation to social work skills and capacities, we suggest how social work educators might enhance our capabilities to contribute to the critical work of challenging and replacing the global neoliberal project.

2014-09-08T00:00:00Z Askeland, Gurid Aga Strauss, Helle https://hdl.handle.net/2123/18298 2025-10-20T00:03:18Z 2014-09-08T00:00:00Z

The Nordic welfare model, civil society and social work Askeland, Gurid Aga; Strauss, Helle Over several years the United Nations (UN) has been ranking the Nordic populations amongst the happiest in the world. One of the factors that seem to contribute to the happiness is an underlying trust between people. Another factor is the income equality with a small gap between rich and poor. Equality is one of the characteristic aspects of the Nordic welfare state. Equal communities produce less social problems, such as lower crime rates, less substance abuse and less mental health problems. The chapter introduces the Nordic welfare state model, and some of the characteristics of the civil society. It briefly discusses how the welfare state and civil society influence social work education and practice.

2014-09-08T00:00:00Z Dominelli, Lena https://hdl.handle.net/2123/18289 2025-10-20T00:03:20Z 2014-09-08T00:00:00Z

Learning from our past: climate change and disaster interventions in practice Dominelli, Lena Social work has a lengthy history of intervening in disaster situations – natural and human-made, especially in philanthropic work with faith-based organisations and individuals. This changed with institutional forms of solidarity enshrined in the welfare state following World War 2. These impulses were coupled with the formation of the United Nations and its affiliated bodies, formed to rebuild a war-devastated Europe. These now have a remit to respond to any humanitarian disaster anywhere. In this chapter, I describe these developments, and include how the International Association of Schools of Social Work (IASSW) also became involved in such initiatives, highlighting the creation of co-produced solutions in locality-specific culturally relevant ways through community partnerships that include the social sciences like social work working alongside the physical sciences. I also argue that disaster interventions should form part of mainstream social work curricula and that humanitarian aid workers should have a social work qualification.

2014-09-08T00:00:00Z Aguilar-Idáñez, María-José Buraschi, Daniel https://hdl.handle.net/2123/18312 2025-10-20T00:03:11Z 2014-09-08T00:00:00Z

Educating social workers without boundaries through the Intercultural Social Intervention Model (ISIM) Aguilar-Idáñez, María-José; Buraschi, Daniel Some innovative and replicable aspects about the main contents of one educational program for social workers in Spanish are presented. The program is based on the critical analysis of implicit models and the development of intercultural competences. Our Intercultural Social Intervention Model (ISIM) is the central axis (theoretical and practical) of the educational program, which is used and inspired by other practice theoretical models and perspectives from the south and the north: concientización or consciousness raising model, anti-oppressive model, empowerment and advocacy model, and the transformative mediation model; though adapted to multicultural realities with more complexity and diversity than those in which the mentioned models developed. It is an international postgraduate program which is open to final-year bachelor students of social work. The program combines remote instruction (off-line and online activities) and on-campus activities (face-to-face online classes and workshops, practices in the field, collaborative groups, etc.).

2014-09-08T00:00:00Z Noble, Carolyn Strauss, Helle Littlechild, Brian https://hdl.handle.net/2123/11900 2026-05-12T06:39:08Z 2014-01-01T00:00:00Z

Preface Noble, Carolyn; Strauss, Helle; Littlechild, Brian

2014-01-01T00:00:00Z Noble, Carolyn Strauss, Helle Littlechild, Brian https://hdl.handle.net/2123/11901 2026-05-12T06:39:02Z 2014-01-01T00:00:00Z

Prelims Noble, Carolyn; Strauss, Helle; Littlechild, Brian

2014-01-01T00:00:00Z