Introduction

Morley, Christine; Ablett, Phillip; Noble, Carolyn

doi:10.4324/9781351002042-1

Cited by 12 publications

(12 citation statements)

References 1 publication

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“…We align with Brookfield’s critical pedagogy which is located in the tradition of critical social theory. This approach demonstrates the clear connections between critical theorizing, analysis and critical reflection in teaching and learning which emphasizes human agency and underpins actions for social change ( Brookfield, 2005 ; see Morley, 2020 ).…”

Section: A Critical Pedagogymentioning

confidence: 99%

“…Turning now to the educational context, the changing teaching and learning environment has led to a call to reinvigorate critical pedagogy (with its deep roots in critical theory) ‘to counter the subordination of social work education and practice to market demands and public austerity’ ( Morley et al ., 2020 , p. 1). As community development educators, we have rich, critical pedagogical traditions to draw on in shaping teaching and learning practices.…”

Section: A ‘Perfect Storm’: 21st Century Social Workmentioning

confidence: 99%

“…Internationally, there is renewed focus on critical pedagogies to ‘reinvigorate social work education as an emancipatory practice’ ( Morley et al ., 2020 , p. 1). At a meta-theoretical level, we lean towards a critical realist perspective because it is community orientated and encompasses a range of transformative theoretical approaches and practices ( Forde and Lynch, 2015 ).…”

Section: A Critical Pedagogymentioning

confidence: 99%

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Community development and social work teaching and learning in a time of global interruption

Lynch¹,

Lathouras²,

Forde³

2021

Community Development Journal

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In a rapidly changing and unpredictable global environment, there is new impetus to draw on community development approaches in the face of complex practice challenges that include the long-term impacts of the COVID-19 pandemic. As social work and community development educators in Ireland and Australia, the question becomes how can we respond in a time of major ‘disruption’ where there are both opportunities and constraints? This paper settles on this pause and uncertainty to seek new approaches to prepare social work students for changing conditions. Long-standing questions re-surface in relation to social, economic, political and environmental structures and conditions that are located in a neoliberal framework. The paper explores challenges and opportunities facing educators and social work students through a core set of principles—critical, relational and connected—that underpin our community development pedagogy. Within these themes, we explore teaching practices which seek to create a ‘Community of Learners’, generate a process of collaborative critical inquiry, engage students in reflective praxis enriched by contemporary theory and research, and foster a deep, connected and adaptive perspective on global and local issues. This stimulates creativity and meets the need for critical and adaptable practitioners capable of practical action through this period of disruption and crises of governance, climate and technologies of the future.

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Section: A Critical Pedagogymentioning

confidence: 99%

Section: A ‘Perfect Storm’: 21st Century Social Workmentioning

confidence: 99%

Section: A Critical Pedagogymentioning

confidence: 99%

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Community development and social work teaching and learning in a time of global interruption

Lynch¹,

Lathouras²,

Forde³

2021

Community Development Journal

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“…In the tradition of critical reflexivity that is central to our discipline (Morley, 2016, 2020), when social work looks back over many years of social justice research and education, we have many things to be proud of, but we also can identify instances where we failed to embrace a sufficiently critical and in-depth analysis and, unintentionally, ended up standing on the wrong side of history. Ioakimidis and Trimikliniotis (2020) argue that the prevailing approach in social work history is to ignore the profession’s “complicity, or at least acquiescence, in acts of state violence and institutionalised oppression” (p. 2).…”

mentioning

confidence: 99%

“…Similarly, there have always been social workers who advocated for service users and policy change from within the system and outside of it (Kennedy-Kish et al, 2017). There have also been those who quietly or openly bent rules in the organizations in which they were employed and sometimes openly confronting oppressive situation and “flying under the radar” of injurious and exclusionary regulations in order to defend the dignity and entitlements of service users and the larger community (Davies, 2017; Morley, 2020). There have also been many, like the many social workers we currently see involved in Black Lives Matter protests worldwide, who are prepared to undertake ongoing activism to challenge taken-for-granted injustices and inequities and push policy makers and elected officials beyond their comfort zones to new social justice-engaged practices and policies.…”

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confidence: 99%

Guest Editorial—Social Justice and an Ethic of Care

Baines

Lai

2021

Research on Social Work Practice

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Reflecting their strong commitment to international partnership and collaboration, the 90th Anniversary Symposium was cosponsored by the Department of Applied Social Sciences, The Hong Kong Polytechnic University. Sixty-eight scholars from 11 countries including Hong Kong, Australia, the United States, and Canada participated in 2 days of papers and discussion on the theme of social justice and an ethic of care.

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The systemic neoliberal colonisation of higher education: a critical analysis of the obliteration of academic practice

Morley

2023

Aust. Educ. Res.

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Within the neoliberal university, scholarship, education, students, academic staff, and practices are subordinated to managerial imperatives. University educators are denigrated and displaced by colonising neoliberal practices that systemically invalidate and invisibilise academic work. The present article provides an example of this by critically analysing the corrosive and Orwellian operations of neoliberal managerialism in higher education through the prism of my own experience of applying for ‘recognition of leadership’ in relation to teaching. I use a narrative ethnographic approach to generate new insights into the obliteration of academic practice in contemporary university contexts and to produce a counter-hegemonic discourse for understanding these processes. Following Habermas inter alia, it is argued that without radical reform, the uncoupling of the ethical and substantive dimensions of the (educational) lifeworld from systemic (neoliberal managerial) strategising will leave higher education in a state of paralysis. The analysis highlights the urgent need for resistance and provides a critical framework for academics to recognise and contest similar colonising processes occurring in their own experiences and contexts.

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Introduction

Cited by 12 publications

References 1 publication

Community development and social work teaching and learning in a time of global interruption

Community development and social work teaching and learning in a time of global interruption

Guest Editorial—Social Justice and an Ethic of Care

The systemic neoliberal colonisation of higher education: a critical analysis of the obliteration of academic practice

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