Paulo Freire: Neglected Mentor for Social Work

Hegar, Rebecca L.

doi:10.1080/10428232.2012.666726

Cited by 20 publications

(16 citation statements)

References 38 publications

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“…It is unfortunate that Paulo Freire's theory of practice has not been widely known in social work curriculum in the United States (Hegar, 2012).…”

Section: Resultsmentioning

confidence: 99%

The Innovative Integration of SBIRT raining Using Standardized Clients and Computer Simulation in Social Work Education

Boyle¹,

Pham²

2019

European Journal of Education

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Through a Screening, Brief Intervention and Referral to Treatment (SBIRT) grant from NORC and the Conrad Hilton Foundation, the Department of Social Work at California University of Pennsylvania (Cal U) integrated SBIRT throughout the social work curriculum. A combination of computer simulation and standardized clients was developed to evaluate students’ skills in assessing for substance misuse and engaging with clients. Along with the development of students’ skills with assessment, motivational interviewing and active listening were an unintended outcome of student activism. Students, drawing from their new knowledge, training, and experiences, organized advocacy events on campus to promote awareness of the opioid epidemic impact on surrounding rural communities.

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“…It is unfortunate that Paulo Freire's theory of practice has not been widely known in social work curriculum in the United States (Hegar, 2012).…”

Section: Resultsmentioning

confidence: 99%

The Innovative Integration of SBIRT raining Using Standardized Clients and Computer Simulation in Social Work Education

Boyle¹,

Pham²

2019

European Journal of Education

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“…Paulo Freire (1921Freire ( -1997, was a Brazilian educator and policy maker, who was considered as the leading philosopher of critical pedagogy (Hegar 2012;McLaren 1999). His writings, including the two most well known books Pedagogy of the oppressed (1970) and Pedagogy of hope (1994), have been influential across several disciplines, including social work (Carroll and Minkler 2000;Moch 2009).…”

Section: Discussionmentioning

confidence: 99%

Educación anti-opresiva: mensages de Paulo Freire

Dedotsi¹,

Paraskevopoulou-Kollia²

2019

Comunitania

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El presente artículo presenta una discusión crítica acera de la educación como un proceso en el aula pero también como una institución contextualizada en ámbitos más amplios. Las limitaciones y los desafíos afrontados por los educadores hen reducido la educación a un proceso orientado a lograr metas y resultados que a menudo reproducen las normas y el conocimiento de la sociedad. Sin embargo la pedagogía antiopresiva de Freire puede ser utilizada como una herramienta inspitadora y útil tanto para deconstruir como para reconstruir realidades otrora opresivas y tanto desde dentro como desde fuera de las aulas. Siguiendo una descripcion en profundidad de la conceptualizacion freireana de educación, el artículo concluye con una serie de implicaciones para educadores comprometidos con la justicia y con lo anti opresivo.This paper provides a critical discussion of education as a process in classroom but also as an institution within wider contextual structures. The limitations and challenges faced by educators have reduced education in a target/outcome focused process that reproduce societal norms and ‘knowledge’. However, the anti-oppressive pedagogy of Freire, it is argued, can be used as an inspirational and helpful tool to deconstruct and reconstruct oppressive reality within and outside class. Following an in depth description of Freire’s conceptualization of education, the paper concludes with a number of implications for educators who are committed to anti-oppression and social justice.

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“…This approach, which we term critical social work action (CSWA), occurs in the intersection between CSW discourse, practical change-making, and optimism. The CSWA principles offered herein are largely based on, built upon, and inspired by the fundamentals of Paulo Freire’s genuine pedagogical action (2018), which is considered related to anti-oppressive, radical, and participatory trends in CSW (Hegar, 2012). As such, they are founded on adding pedagogical elements to the CSW praxis—providing possible resolutions to some of the tensions mentioned in the previous section—through recognizing the power of humility, partnership, and dialectical norms in incorporating critical action into social work policy and consequent praxes.…”

Section: Where Do We Go From Here? Suggestions For Critical Social Acmentioning

confidence: 99%

A Case for Critical Social Work Action

Levin

Liberman

2019

Families in Society

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Despite critical social work’s (CSW) growing popularity, its praxes and associated policies have thus far remained largely discursive. This situation can be attributed to several factors, including social workers’ attitudes, training, and education and the nature of the systems and organizations employing them. In this article, we contend that besides these viable inhibiting factors, CSW has yet to become a widely used praxis as a result of some of its intrinsic characteristics and the encounter between them and the social work profession. The main part of this article offers guiding principles for promoting critical social work action (CSWA). These principles, which are largely based upon and inspired by fundamentals of Paulo Freire’s genuine pedagogical action, include dialectic practice and policy-making; impatient patience; exemption from neutrality; redefining rationality; humanization, liberation, and transformation; and the formulation of alternatives to silence.

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Paulo Freire: Neglected Mentor for Social Work

Cited by 20 publications

References 38 publications

The Innovative Integration of SBIRT raining Using Standardized Clients and Computer Simulation in Social Work Education

The Innovative Integration of SBIRT raining Using Standardized Clients and Computer Simulation in Social Work Education

Educación anti-opresiva: mensages de Paulo Freire

A Case for Critical Social Work Action

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