Social work education in a time of national crisis in Greece: educating the workforce to combat inequalities

Abstract

Since 2010, Greece has experienced an unprecedented economic and humanitarian crisis, which continues to have tremendous social impact. Austerity measures and policy cuts have included a dis-investment in social work and social care and more recently the abolition of one of the four national Social Work Departments providing qualifying social work education. In this context, this study addresses the following question: how does prequalifying social work education in Greece influence students' ability to manage value tensions in relation to anti-oppressive practice? Using a case study methodology, the research was based in one Social Work Department (subsequently abolished). Data were collected through semi-structured interviews from social work students at the beginning and the end of their professional education (n=32) and once from academic staff/placement supervisors (n=10). Data were analysed drawing on grounded theory techniques. In this paper only one particular dataset is considered in detail: the attitudes and experiences of final year students.The main findings indicate students' narrow understandings and individualistic approaches towards oppression, reflecting an urgent need to redefine social work education and practice in Greece according to current social justice concerns. Specifically, social work education needs to give greater weight to a structural perspective on the dynamics of oppression. 2Although focussed on Greece, the paper offers a critical debate of contemporary relevance for social work education in many European nation states.Η Ελληνική κοινωνία βιώνει από το 2010 μια άνευ προηγουμένου οικονομική και ανθρωπιστική κρίση με τρομαχτικές κοινωνικές επιπτώσεις. Τα μέτρα λιτότητας και οι περικοπές σε κρατικές πολιτικές, συμπεριέλαβαν την από-επένδυση από την κοινωνική πρόνοια και την κοινωνική εργασία, με πιο πρόσφατη την κατάργηση ενός από τα τέσσερα Τμήματα Κοινωνικής Εργασίας στην Ελλάδα. Υπό αυτές τις συνθήκες, το ερώτημα της συγκεκριμένης μελέτης είναι: Ποιος είναι ο ρόλος της εκπαίδευσης στην κοινωνική εργασία στην Ελλάδα, αναφορικά με την ικανότητα των φοιτητών να διαχειριστούν συγκρούσεις αξιών σχετικά με την αντι-καταπιεστική προσέγγιση; Χρησιμοποιώντας τη μέθοδο της μελέτη περίπτωσης, η έρευνα βασίστηκε σε ένα Τμήμα Κοινωνικής Εργασίας (στη συνέχεια καταργήθηκε). Τα δεδομένα συλλέχθηκαν μέσω ημι-δομημένων συνεντεύξεων από τους φοιτητές κοινωνικής εργασίας στην αρχή και το τέλος της εκπαίδευσής τους (n = 32) και το ακαδημαϊκό προσωπικό/επόπτες πλαισίων πρακτικής άσκησης (n = 10). Τα δεδομένα αναλύθηκαν με τη χρήση τεχνικών της θεμελιωμένης θεωρίας. Σε αυτό το άρθρο μόνο ένα μέρος των αποτελεσμάτων από τις συνεντεύξεις θα συζητηθεί: οι συμπεριφορές και οι εμπειρίες των τελειόφοιτων φοιτητών. Τα αποτελέσματα, αποκάλυψαν απλοϊκές αντιλήψεις και στερεοτυπικές πεποιθήσεις των τελειόφοιτων ως προς την καταπίεση, αναδεικνύοντας την ανάγκη για επαναπροσδιορισμό της εκπαίδευσης και άσκησης της κοινωνικής εργασίας στην Ελλάδα, ανάλογα με τις σύγχρονες κοινωνικές ανάγκες και μια πιο δ...

Resisting within the neoliberalising academy: Reflections on doing transformative doctoral research

“…An initiative by students and academics along with professionals organised a number of actions to challenge the Ministry's decision. The University premises were occupied for several weeks along with numerous demonstrations and protests by students and academics across the country, who demanded the Plan be withdrawn (Dedotsi, Young & Broadhurst, 2016;Dedotsi & Young, 2019). Despite our struggle against the neoliberal Athena Plan, our students eventually were 'violently attacked by thugs who allegedly attempted to suppress the protest' (Ioakimidis, Cruz Santos & Martinez -Herrero, 2014, p. 295;Teloni, 2013).…”

Educación anti-opresiva: mensages de Paulo Freire

“…Kumashiro 2000;2001); social work (i.e. Dedotsi et al 2016;Dedotsi and Young 2018); and health and nursing (i.e. Wallerstein andBernstein 1988, Rozendo et al 2017).…”

Educating against all odds: The context and content of social work education in times of national crisis in Greece

“…Dedotsi et al (2016) have observed that whilst some newer modules claim to provide a more structural approach with references to multicultural work, these do not necessarily elevate students' critical consciousness and adherence to professional (anti-oppressive) values. Yet, advancement for social work education is noted in the revised curriculum (2013) of the social work course route in the AEI, where a number of modules refer to human, civil and social rights; national and EU policies; critical social work as well as the current socio-economic crisis' effects on social care.…”

“…In the years of crisis from 2008 onwards, within a context of austerity, deconstruction of the welfare state, rise of fascism and violation of human rights, 2 a gradual radicalisation and anti-oppressive stance of social work seems to be occurring in Greece (Dedotsi, Young and Broadhurst, 2016;Ioakimidis and Teloni, 2013). This change is reflected not only in the grassroots initiatives by social workers in the community (for example the community interventions of the Greek branch of Social Work Action Network) but also on the very recent politicisation of the Greek Professional Association of Social Workers (SKLE) by participating in strikes and demonstrations against austerity measures and racism (Teloni and Mantanika, 2015).…”