The Global Agenda for Social Work and Social Development: A place to link together and be effective in a globalized world

Jones, David; Truell, Rory

doi:10.1177/0020872812440587

Cited by 142 publications

(108 citation statements)

References 41 publications

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“…In more recent years, human rights perspectives are gaining prominence in the statements of international social work organisations (Jones and Truell 2015;IFSW and IASSW 2014;IFSW-Europe 2012;Sewpaul and Jones 2005;IASSW and IFSW 2004;IFSW 2000) and social work theory internationally; many are claiming that the coupled principles of social justice and human rights enable the profession to face the challenges brought about by neoliberal capitalism and globalisation (e.g. Huegler et al 2012;Staub-Bernasconi 2011;Ife 2008).…”

Section: Social Work As a Human Rights Professionmentioning

confidence: 99%

Beyond Legalism in Turbulent Times: Re-grounding UK Social Work in a Richer International Human Rights Perspective

Herrero

Nicholls

2017

J. Hum. Rights Soc. Work

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Human rights have always been intrinsically woven into social work, but in the UK, often in a way that is either vague or wholly legalistic. In this article, we make a case for embedding a broader and richer concept of human rights in UK social work practice and education. We contrast the international social work perspective on human rights with that of UK professional codes and suggest that the narrow and uninterrogated conceptualisation of human rights in the UK may be acting as a barrier to UK social workers fully understanding and engaging with broader human rights agendas of the sort found in international practice. We argue for the merits of regrounding UK social work in this broader human rights concept, in which radical and emancipatory approaches can be underpinned by a common and unifying rights-orientated perspective. We make this argument, initially, in the context of the Human Rights Act 1998 remaining in UK law, which we see as entirely necessary for the protection of human rights in social work in the country, but insufficient for a broader, richer concept. We also, however, consider a scenario in which the Act is replaced by a British Bill of Rights and argue that such a development would present a further urgent need for embedding a broader human rights concept in UK social work. We close by setting out some of what such a concept might involve.

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Section: Social Work As a Human Rights Professionmentioning

confidence: 99%

Beyond Legalism in Turbulent Times: Re-grounding UK Social Work in a Richer International Human Rights Perspective

Herrero

Nicholls

2017

J. Hum. Rights Soc. Work

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“…De definitie van 2001 werd behouden, maar er was wel een consensus over de nood aan een meer assertief sociaal werk (Jones & Truell, 2012). Assertief sociaal werk betekent: benoemen wat je als sociaal werker doet en welke resultaten je boekt.…”

Section: B E L E I D S G E R I C H T W E R K E N a L S D E R D E Va Runclassified

De signaalfunctie en structureel sociaal werk

Hermans¹

2014

JSI

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“…At the same time, social work practice and education should be context-specific and flexible enough to reflect societal changes (Dominelli, 2010) and newly established global social work agenda (Jones & Truell, 2012). The emergence of innovative computer technologies and online models of education based on them add an additional layer to discussions on content and methods of social work teaching (Novik, 2012;Tsang, 2011).…”

Section: Introductionmentioning

confidence: 99%

The Voucher Programme as a Challenge for Social Work Teaching

Semigina

Pozhidayeva

2018

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The study presents the experiences of introducing the so-called educational voucher system for adults over 45 years old in Ukraine. Based on the content analysis of academic documents, the survey of adult students and interviews with educators, the study examines motivation, learning process and self-evaluation of the social work training among students who already have a higher education. The research findings demonstrate that the students over 45 years old were motivated to get an additional university degree in social work mainly because of a need for self-realisation, and not because of market demands. In the survey, 20 out of 25 respondents claimed that they had an idea of what social work was as a profession prior to beginning their studies and hardly are going to work within the new profession. Adult students highly prize positive in-class atmosphere and prefer to study in a group of peers; they more or less easily adjust to the new learning environment. At the same time, teaching had to challenge the expectations of adult learners with learning arrangements that are non-traditional for them. The research adds another layer to the professional debate on the social work education model by focusing on 45+ students, competences and ethical behaviour mastering.

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The Global Agenda for Social Work and Social Development: A place to link together and be effective in a globalized world

Cited by 142 publications

References 41 publications

Beyond Legalism in Turbulent Times: Re-grounding UK Social Work in a Richer International Human Rights Perspective

Beyond Legalism in Turbulent Times: Re-grounding UK Social Work in a Richer International Human Rights Perspective

De signaalfunctie en structureel sociaal werk

The Voucher Programme as a Challenge for Social Work Teaching

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