Engaging with Social Work

Morley, Christine; Ablett, Phillip; Macfarlane, Selma

doi:10.1017/9781108681094

Cited by 38 publications

(20 citation statements)

References 232 publications

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“…This requirement for ethical, accountable and competent practice is embedded in the updated Australian Social Work Education Accreditation Standards (ASWEAS) practice standards which note that new graduates need to ‘understand the role of research and evaluation in assessing and generating new knowledge for practice’ (AASW, 2021). These skills are core to critical social work with a focus on social justice and human rights at its core, questioning and exposing unjust and harmful practice and resisting dominant social forces and power relations that create inequality and oppression ( Morley et al , 2019 ).…”

Section: Discussionmentioning

confidence: 99%

It’s up to you: The need for self-directed learning for social work students on placement during COVID-19

Zuchowski

Cleak

Croaker

et al. 2021

The British Journal of Social Work

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Summary COVID-19 in 2020 took social work programmes by surprise and for many students an e-placement was offered as the only alternative learning opportunity to complete their placement that year. In this article, we report on a mixed method study with data collected via an online survey with quantitative and qualitative questions exploring students’ experiences in e-placements. Eighty-two students who had undertaken an e-placement responded to the survey that was sent to 1,500 social work students enrolled in twenty-one Australian universities. The results summarise demographic data about the students and a description of the e-placements used, as well as qualitative themes about the students’ experiences and recommendations about e-placements. Four themes were prominent in the qualitative data: ‘opportunities for flexible learning but can be challenging’, ‘learning new skills but missing out on others’, ‘drive your own learning’ and ‘the need for structure, support and connection’. Most students reported that they learnt a range of social work skills, but this required them to take initiative to ensure that learning occurred. The implication for social work education underscores the importance of future proofing social work field education through examining the learning and providing proactive support and clear structures for alternatives to traditional placements.

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Section: Discussionmentioning

confidence: 99%

It’s up to you: The need for self-directed learning for social work students on placement during COVID-19

Zuchowski

Cleak

Croaker

et al. 2021

The British Journal of Social Work

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“…This relationship nest enables the challenging of biases and assumptions, the sharing of insights, and the development of critical praxis, in what Morley et al (2019, p. 190) refer to, as a Marxist weaving of theory, practice, and self-reflective agency. This is demonstrated in Vaska’s narrative when she identifies how supervision is not immune to the recursive flow of oppression and privilege stating, there “are huge moments of both empowerment and disempowerment for students.” Vaska further explains the importance of hearing “the difficult narratives that students are presenting” in order to support them in moving, as Morley et al (2019) suggest, beyond the technocratic and formulaic aspects of working. Vaska and Camille elaborate on this aspect further: Vaska: …critical supervision is a collaborative space and process where knowledge is constructed between the two of us, it is not a one-way process.…”

Section: Holding the Spacementioning

confidence: 99%

“…We need to prepare students to continue to facilitate social change for equitable and socially just societies in contexts of globalized economies and technologies (Morley, 2008) because neoliberal values hold direct implications for how social work practitioners operate in the field (Morley et al, 2019). Additionally, overreliance on technicist approaches (Morley et al, 2019) often assumed to be separate from theory, deny how and why we choose to use skills in our practice at particular times and can be guided by assumptions and values that reflect various, unnamed theoretical positions (Morley, 2008). This leaves students unclear about how to relate critical theory to practice (Morley, 2008).…”

Section: Deconstructing Neoliberal Narrativesmentioning

confidence: 99%

“…Students and newly graduated social workers otherwise risk a replication of oppression alongside the people with whom they work (Jarldorn, 2020). In neoliberal contexts this means they face additional expectations to meet employer demands (Jarldorn, 2020; Morley & Dunstan, 2013; Morley et al, 2019), leaving scant scope for realizing and expressing critical emancipatory theories in practice.…”

Section: Deconstructing Neoliberal Narrativesmentioning

confidence: 99%

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Beyond a Sugarcoated Pill: Critical Approaches to Social Work Field Supervision

Kostecki

Hodge

Dervisovski

et al. 2021

Research on Social Work Practice

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Critical pedagogy seeks to link education to social change and often forms a basis for social work curriculum in some university courses. However, less of this emphasis is given to understanding critical supervision practice for social work students while on placement in terms of the development of a critical praxis. We believe critical approaches to supervision are an overlooked and crucial aspect to maintaining critical social work practice in current neoliberal welfare contexts. This article presents key approaches that we have found useful in constructing and realizing a critical approach to social work field supervision and ultimately, the future practice of students in their respective fields. This article contributes to an ongoing discussion and strengthened engagement in critical approaches to field supervision and supports the development of social work students as critical thinkers and practitioners.

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“…Critical (and public) sociology is a necessary component of critical social work education (Morley et al, 2016). If social work is to fulfil its promise of social justice, then working proactively towards the universal achievement of equal dignity and worth demands that social workers engage in critical analysis and question social arrangements.…”

Section: Public Sociology Applied Sociology and Social Work: Social mentioning

confidence: 99%

Public sociology, social justice and struggles in the era of austerity-and-crises

Trimikliniotis

2018

International Social Work

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This article examines the potential for dialogic engagement between the academic disciplines of sociology and social work, on the one hand, and political/social struggles for equality and social justice, on the other. Particular strands of sociology engage with, connect to and articulate struggles of marginalised, oppressed or exploited communities. The article draws on global debates to examine the potential for a public sociology of social justice and equality, which is intimately connected to social work. It illustrates how knowledge from struggles and what is labelled as mobile commons can and must inform sociology, social work and emancipatory praxis.

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Engaging with Social Work

Cited by 38 publications

References 232 publications

It’s up to you: The need for self-directed learning for social work students on placement during COVID-19

It’s up to you: The need for self-directed learning for social work students on placement during COVID-19

Beyond a Sugarcoated Pill: Critical Approaches to Social Work Field Supervision

Public sociology, social justice and struggles in the era of austerity-and-crises

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