Diversity, dialogue, and identity in designing globally relevant social work education

Abstract

The Erasmus Mundus ADVANCES Master program has been funded with support from the Education, Audiovisual and Culture Executive Agency of the European Commission under Grant FPA 2013-0242. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Irish Field Education/Social Work Placement: The Making of Multi-Touch eBooks as a ‘Wrap Around’ Resource

“…In the 2019 study by Rasell et al of a two-year multiethnic social work program, with an approximate intake of 17 students per cohort, interconnected with five International Universities [23], the most interesting aspect of this research suggested that 'The 'international' acts as a frame of reference for studies rather than a particular body of knowledge and skills to be transmitted to students ' (p.14). In all, this seems a fair goal but its delivery may prove more challenging.…”

“…The aim for a healthier society is to achieve sustainable, collaborative outcomes which, influenced by the skills of social work professionalism, creates a variety of multi-faceted, pragmatic solutions to highly complex problems, both individual and social [19,20]. Further studies on global agendas and international social work are covered in Jones and Truell [21], Doel et al [22] and Russell et al [23]. British social work academic Lisa Dominelli also turns her attention to globalization and professional practices (see [24]) informing the more recent publication of 'Global social work in a Political context: Radical Perspectives' by Ferguson et al [25].…”

“…Additionally practice teachers and students can see a model of the components of supervision ( [56], pp. [20][21][22][23][24][25][26][27][28][29].…”