The dialogue between what we are living and what we are teaching and learning during Covid-19 pandemic: Reflections of two social work educators from Italy and Spain

Abstract

Italy and Spain have been the most-affected countries in the EU by Covid-19 pandemic. Along with the health, social and economic life of the countries, social work and social work education have been turned upside down. In this essay, the authors reflect on the pandemic’s impact on social work education activities through social work students’ lenses. Accompanying Italian and Spanish students in reflecting on what they were living both, personally and as citizens during Covid-19 and witnessing how, paradoxically, the pandemic offered new opportunities to make important discoveries about key social work issues.

Supporting Team Reflexivity During the COVID-19 Lockdown: A Qualitative Study of Multi-Vision Groups In-person and Online

“…It allowed participants locked inside their homes to see one other, to communicate, and to re-imagine creative approaches to pedagogy together. The thematic areas that emerged from our analysis of the group's discourses indicate that this reflexive tool was effective: the pandemic took over the group's discussions, and many felt the need to talk about themselves even before they discussed their work, addressing their own vulnerability even before turning to the vulnerability of the kids and their families (Cabiati and Gómez-Ciriano, 2021). In socio-educational work, personal self and professional self are indeed tightly connected (Fellenz, 2016).…”

“…In conclusion, even in the online format it took during the pandemic, team reflexivity helped to achieve many different positive outcomes. It allowed team members to take care of themselves and tend to their own vulnerability (Cabiati and Gómez-Ciriano, 2021), and it had positive effects on performance, innovation, and efficacy (De Dreu, 2002;Fook, 2013a,b;Schippers et al, 2013Schippers et al, , 2015. The "packages of food for thought" were the first initiative of Project REM (Educational Resistance in Movement).…”

“…Due to health regulations, the MG-the teams' main tool of "thought resistance" -could not be organized in person, in this very moment of utmost uncertainty and anxiety. However, MdS's workers needed to stand together and think together in order to confront the enormous struggles facing local pupils and families, and to recognize their own vulnerabilities (O'Connor et al, 2020;O'Leary and Tsui, 2020;Cabiati and Gómez-Ciriano, 2021).…”

Teaching and Learning Social Work During the Covid-19 Pandemic

“…In order to limit the intra-community spread of the virus and to protect all participants in the process, the solution was to conduct all the educational activities online. Thus, the COVID-19 pandemic drew attention to the use and role of digital technology in education as well as the importance of digital skills, and raised questions about the online experience (Smoyer, O'Brien & Rodriguez-Keyes, 2020;Lup & Mitrea, 2020;Cabiati & Gómez-Ciriano, 2021). Technological innovations and online platforms such as Zoom, Microsoft Teams, Google Meets, etc.…”

“…Online classes during COVID-19 pandemic highlight the importance of communication and interactivity in motivating and involving students in all activities, as well as the importance of teachers` receptivity and feedback (Smoyer, O'Brien & Rodriguez-Keyes, 2020). A study conducted in Italy and Spain shows that, during online courses due to COVID-19 pandemic, Social Work students reflected on and debated 'their own problematics' as well, they were engaged in a critical dialogue, learned about key social work issues by observing and analysing their life, family and community (Cabiati & Gómez-Ciriano, 2021).…”