Technical assistance, neo-colonialism or mutual trade? The experience of an Anglo/Ukrainian/Russian social work practice learning project

Abstract

Since the collapse of the Soviet Union there has been a steady stream of western consultants ready to work in eastern Europe and Russia and share professional and academic expertise and experience. Social work, unknown as a discrete discipline or profession in the Soviet Union, has been a growth area with funding from a variety of sources to help promote east-west partnerships (Bridge, 2000a;Constable and Mehta, 1994;Ramon, 1996; Wilson, 1999).Social work theory and practice emphasizes critical appraisal of policy and issues of power, discrimination and oppression. In principle, social work educators should be especially alert to the complex ethical questions which these kinds of collaborations raise, and adept at finding practical solutions or workable compromises. This article explores these ethical and political issues with reference to a project to develop social work practice learning in a Russian oblast' (region). The project was an ambitious partnership of British, Ukrainian and Russian educators, involving numerous Russian social work and related agencies, and four Russian universities and colleges 1 . The authors use a series of vignettes to help the reader achieve contrasting insights into these east-west transactions. The article concludes with a discussion of different interpretations of these dealings, using three prisms: technical assistance, neo-colonialism and mutual trade.

Integrating practice into Russian social work education: Institutional logics and curriculum regulation

“…Linking the fields of social work practice and teaching has often been a direct goal or implicit aim of international projects, but is difficult to achieve within the confines of the national standards and traditions in Russian higher education. Simply bringing Russian ‘academics and practitioners together in a relatively relaxed atmosphere where they could develop new relationships’ can be a very positive yet complicated process (Doel and Penn, 2007: 369). At the level of ideas, ‘Western’ concepts rooted in human rights, equality and social construction often sit uneasily with the administrative and objectivist thinking that circulates in much of Russian social science and welfare policy.…”

Students’ perceptions of international social work: A comparative study in the USA, UK, and Georgia

“…Many schools of social work around the world have begun to tackle issues of global importance such as refugees and provision of social services to immigrants and foreigners, global child welfare, human rights and international family planning (Rainford, 2006). The importance of addressing these in culturally appropriate ways has been stressed in the literature (Doel and Penn, 2007). Because of clients’ and workers’ own diversities in culture and backgrounds, an international perspective offers a valuable platform for social workers to share their vision, concerns, experience and knowledge (Saito and Johns, 2009).…”

Pedagogy of international social work: a comparative study in the USA, UK, and Georgia

“…Because of clients' and workers' own diversities in culture and backgrounds, an international perspective in social work education offers an essential foundation for future social workers to be able to implement their vision and share their experience and expertise (Saito & Johns,456 M. Lalayants et al 2009). Furthermore, it is important for social work students to learn how to be culturally competent both at home and in a foreign setting (Doel & Penn, 2007). Theories and methods of international social work, combined with knowledge of global forces that affect local populations, can be useful for practice with social work clients, specifically in ethnically and culturally diverse communities (Xu, 2006).…”