Pulling together the threads: Current understandings of contextualized social work education
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Authors
Schmid, Jeanette
Morgenshtern, Marina
Issue Date
2019-07-18
Type
Article
Language
en
Subject
Alternative Title
Abstract
Dominant social work approaches are increasingly problematized. In many contexts mainstreamed social work practices and knowledges are inappropriate and eclipse alternative ways of knowing, being, and doing. Moreover, dominant approaches, promoted through professional imperialism, may be harmful, perpetuating colonial perspectives, ignoring structural conditions, underlining social control, and advancing decontextualized individualism. In order to become relevant to local populations, social work must build on traditional helping strategies and use contextualized worldviews/knowledge(s) to shift focus to parochial concerns. The authors explore alternative social work paradigms, paying attention to Indigenized, Indigenous, culturally authentic, local, developmental and decolonized models. The authors then conceptualize contextualized social work. This synthesized approach allows for the centering of Indigenous/local knowledge(s), an engagement with the impact of colonization and oppression, and responsiveness to local conditions. The authors consider specifically contextualized social work education, noting emergent literature regarding practice exists, but less so in the area of education. The distinguishing features of such education are highlighted, and policy supports identified. It is recommended that contextualized social work education be promoted to ensure future social work practitioners are able to work in a meaningful, relevant and respectful manner in all contexts.
Description
Citation
Schmid, J. & Morgenshtern, M. (2019). Pulling together the threads: Current understandings of contextualized social work education. Critical Social Work, 20(1), 67-86. https://doi.org/10.22329/csw.v20i1.5961
Publisher
University of Windsor
License
Attribution NonCommercial No Derivatives 4.0 International
Journal
Volume
Issue
PubMed ID
ISSN
1543-9372