Preparing international social work students to engage with unequal power relations

Ranz, Rebecca; Langer, Nora Korin

doi:10.1080/02615479.2018.1444158

Cited by 11 publications

(7 citation statements)

References 28 publications

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“…Extensive research has theorized and explored power relations between doctors and patients by closely examining meanings exchanged between them (Ainsworth-Vaughn, 1998;Filc, 2006;Foucault, 1990). However, a dearth of research has explored balanced power relations concepts in dialogues between medical educators and their students when educators provide feedback (Angoff et al, 2016;Lapum et al, 2012;Ranz & Korin Langer, 2018). To further explore how dialogue can facilitate feedback, I next turn to Freire's dialogue concept in learning.…”

Section: Dialoguementioning

confidence: 99%

Freire, dialogic feedback, and power issues

Indah

2021

CICE

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The centrality of feedback is undeniable in education. However, not all feedback effectively encourages learning or improves performance due to predicaments in feedback delivery and receptivity. Several studies suggest other ways where feedback is offered in a dialogic fashion instead of a monologic one. Nevertheless, few papers do so in the context of medical education, especially when the learning processes involve marginalized people such as disaster-affected patients. This paper draws on autoethnographic experiences of providing dialogic feedback for medical students using Paolo Freire's dialogue concepts. This feedback was given during reflective sessions in community-based medical education at post-disaster areas in Aceh, Indonesia. The findings show that Freire's dialogue concepts help assess dialogic feedback quality and offer insights into power relations between teachers and students. To achieve the aim of providing dialogic feedback --obtaining new understandings-- educators need to establish a more equal position in teacher-student relationships. In sum, the findings highlight the applicability of Freire's concept of dialogue in offering feedback for students especially when the training takes place in a context of marginalized people.

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Section: Dialoguementioning

confidence: 99%

Freire, dialogic feedback, and power issues

Indah

2021

CICE

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“…These realities entrust social work educators with a responsibility to guide students before, during and after the field training, through 'processes of constant debate, self-reflection and willingness to deal with ambiguities to achieve ethical outcomes' (IASSW, 2018: 1). Such processes require a combination of theoretical courses, based on critical social theory and critical pedagogical methods, including assignments to analyse how multilevel structural conditions can create various ethical issues in field practice contexts (see also Papouli, 2016;Ranz and Langer, 2018;Schwartz et al, 2014).…”

Section: Counteracting 'False Generosity' and Paternalismmentioning

confidence: 99%

“…One well-established 'global content' of social work programmes in the Nordic countries is the tradition of sending out students for international field training in the Global South, to learn about social work in other settings and parts of the world. Yet while international field training creates unique learning opportunities in understanding dominant social forces and power relations behind the reproduction of global inequalities, it requires preparation within a critical and postcolonial framework (Jönsson and Flem, 2018;Morley and Connor, 2016;Ranz and Langer, 2018;Sewpaul, 2003).…”

Section: Introductionmentioning

confidence: 99%

Global social work ethics and international field training: The experiences and practice dilemmas of Norwegian and Swedish social work students

Jönsson

Flem

2020

International Social Work

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This article explores global social work ethics and international field training based on the experiences and practice dilemmas of Norwegian and Swedish social work students. It employs a postcolonial perspective to answer ‘What are key ethical challenges for the students?’ and ‘How can social work educators promote ethical awareness in international field training?’ based on focus group interviews and field reports. The results show that international field training contributes to both deepening some students’ critical knowledge and reinforcing others their colonial discourses. It is argued that social work educators play an important role for students’ critical positioning and knowledge.

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“…What does appear constant across the literature is the need to consider concepts and theories carefully when working crossculturally to not dis-empower or collude with voyeuristic tourism (Hay, Lowe, et al, 2018). The student displayed good awareness of the need to practise in an appropriate manner with respect to culture, while forming quick relationships with staff and responding well to advice and supervision discussion (Ranz & Langer, 2018). Hay, Maidment et al (2018) discuss how students often feel luck plays a huge part in their placement.…”

Section: Further Refl Ectionmentioning

confidence: 99%

Overseas social work placements: Can a well-designed workflow contribute to the success of an overseas placement?

Henley¹,

Lowe

Munro³

2019

ANZSWJ

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This article reflects on the importance of workflow design for students completing field education as part of a social work degree. Specifically, this article examines this in the context of an Aotearoa New Zealand social work student from the University of Waikato (UoW) completing a final placement at a non-governmental organisation (NGO) in Battambang Cambodia, Children’s Future International (CFI). The main body of the article reflects on the advantages of designing an overseas placement approach which is planned to flow from theory development to practice implementation, termed “knowledge development and flow” (Henley et al., in press).

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Preparing international social work students to engage with unequal power relations

Cited by 11 publications

References 28 publications

Freire, dialogic feedback, and power issues

Freire, dialogic feedback, and power issues

Global social work ethics and international field training: The experiences and practice dilemmas of Norwegian and Swedish social work students

Overseas social work placements: Can a well-designed workflow contribute to the success of an overseas placement?

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