Literaturnachweis - Detailanzeige
| Autor/in | Caron, Roxane |
|---|---|
| Titel | Anti-Imperialist Practice and Field Placements. A "Researcher/Educator/Practitioner" Model for International Social Work Practice |
| Quelle | In: Journal of Teaching in Social Work, 40 (2020) 1, S.71-85 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0884-1233 |
| DOI | 10.1080/08841233.2019.1694619 |
| Schlagwörter | Social Work; Global Approach; Professional Education; Undergraduate Study; College Curriculum; Specialization; Field Experience Programs; Foreign Countries; Foreign Policy; Study Abroad; Models; Canada (Montreal) |
| Abstract | In this article, we argue for a model to develop a framework that includes international social work (ISW) as a specialization within the generalist social work curricula at the undergraduate level. The paradigm we call the researcher/educator/practitioner triad was used in the development of a framework for ISW training and field placements at the School of Social Work, Université of Montréal. It suggests starting with what we know best: our research, our teaching, and our practice. Drawing on our experience in action research with Palestinian women in refugee camps in Lebanon, and our practice, we discuss how our own experiences as researcher, educator and practitioner -- and the lessons drawn from these experiences -- are foundational to our model. Developed here are the three practice pillars that guide the development of an ISW program: 1) an anti-imperialist practice framework, 2) a committed and anti-oppressive practice perspective, and 3) a critical approach to practice. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/1/01 |
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