Social work education has developed internationally over the past 50 years as part of wider processes of economic and cultural globalization. Diverse political and social events across the world have shaped social work and its education, leading to aims and methods that are shared and contested. This book brings together, through 13 interviews and biographies, the lives, experiences and contributions of leading social work educators from Comoros, the Caribbean, India, Mexico, Sweden, Switzerland, the United States and the United Kingdom. Their receipt of IASSW’s Katherine Kendall Award recognized that they were at the forefront of establishing and securing social work education during this period of internationalization. Exploring the aims and priorities of these leading social work educators, Askeland and Payne draw out a historical and contextual account of how social work education became widely adopted in different national and cultural environments. The Awardees’ diverse lives and professional experiences reveal the issues they faced, the paths they travelled and the prospects and threats confronting social work and its education more widely.

This volume brings together a host of scholars to address curriculum development and teaching methodologies for integrating human rights into social work education. Contributors discuss the theoretical framework and practical applications of the human rights approach in the areas of diverse human rights orientations to curriculum development; policy, research, and social justice; travel study and exchange models; and special populations. The authors press readers to address not only the human rights violations reported widely in the media, but also more familiar issues such as child welfare, poverty, food insecurity, racism, and violence against women. In addition, readers will find ideas for course design and teaching strategies and ample reference material, such as specialized treaties of specific relevance to social work, country and shadow reports, and complaint mechanisms. This book illustrates how the powerful idea of human rights can inform and transform social work education, and ultimately, professional practice.Contributors: Joseph Wronka, David Androff, Jane McPherson, Elaine Congress, Nivedita Prasad, Sandra Chadwick-Parkes, Michael Reisch, Louise Simmons, Christina Chiarelli-Helminiak, Brunilda Ferraj, Viviene Taylor, Rosemary Barbera, Shirley Gatenio Gabel, Hugo Kamya, Dennis Ritchie, Laura Guzmán Stein, Jody Olsen, Anusha Chatterjee, Robin Spath, Joyce Lee Taylor, Kirk James, Julie Smyth, Uma A. Segal, Filomena M. Critelli, DeBrenna LaFa Agbényiga, Sudha Sankar, S. Megan Berthold, Rebecca L. Thomas, Lynne M. Healy, and Kathryn R. Libal.

Excellent social work education and training is vital for ensuring best practice, and it is important to understand the key approaches and methods in order to provide the best teaching and ensure effective learning. This volume provides an overview of social work education, including the background and current context. It covers the key debates surrounding social work education, such as the evaluation of social work education, the use of IT, research-mindedness, and the effectiveness of interdisciplinary education. The book also offers guidance on effective teaching and learning approaches tailored to the needs of social work educators, covering teaching within a higher education institution, on student practice placements, and in post-qualifying settings. This will be an indispensable text for educators and trainers in the field of social work.

The drive to internationalize higher education has seen the focus shift in recent years towards its defining element, the curriculum. As the point of connection between broader institutional strategies and the student experience, the curriculum plays a key role in the success or failure of the internationalization agenda. Yet despite much debate, the role and power of curriculum internationalization is often unappreciated. This has meant that critical questions, including what it means and how it can be achieved in different disciplines, have not been consistently or strategically addressed. This volume breaks new ground in connecting theory and practice in internationalizing the curriculum in different disciplinary and institutional contexts. An extensive literature review, case studies and action research projects provide valuable insights into the concept of internationalization of the curriculum. Best practice in curriculum design, teaching and learning in higher education are applied specifically to the process of internationalizing the curriculum. Examples from different disciplines and a range of practical resources and ideas are provided. Topics covered include: why internationalize the curriculum?; designing internationalized learning outcomes; using student diversity to internationalize the curriculum; blockers and enablers to internationalization of the curriculum; assessment in an internationalized curriculum; connecting internationalization of the curriculum with institutional goals and student learning. Internationalizing the Curriculum provides invaluable guidance to university managers, academic staff, professional development lecturers and support staff as well as students and scholars interested in advancing theory and practice in this important area.

Web-Based Education in the Human Services reflects the vitality and diversity of Web-based courses currently delivered within human services. Unlike previous texts that have combined technologies such as Interactive Television (ITV) and two-way audio where Web involvement was minimal, this unique book focuses on Web-based models, tools, and techniques used in courses where the majority of the content is delivered online. The book's contributors emphasize the social aspects of learning, examining topical areas not usually associated with Web-based education as they remind us of the need to move beyond the similarities between WBE and face-to-face (FTF) approaches.

A critical appraisal of internationalizing higher education. Employs contemporary social theory to analyse the subject matter. Australian authors.

This handbook addresses the issues and challenges of the delivery of social work education in the contemporary world. It provides an authoritative overview of the key debates, switching the lens away from a Western-centric focus to engage with a much broader audience in countries that are in the process of modernization and professionalization, alongside those where social work education is more developed. Chapters tackle major challenges with respect to curriculum, teaching, practice, and training in light of globalization, providing a thorough examination of the practice of social work in diverse contexts. This handbook presents a contribution to the process of knowledge exchange which is essential to global social work education. It brings together professional knowledge and lived experience, both universal and local, and aims to be an essential reference for social work educators, researchers, and students.

Globalization challenges social work with constant social change, making a social worker's job and the task of social work education more complex and uncertain. Post-modern thinking suggests that social workers must learn to cope with complexity in ways that are in tension with the increasingly managerialist organization of the social services. The authors explore and question the concepts of 'postmodern', 'international' and 'global' in light of growing interest in international social work in the early 21st century. Emphasizing the importance of critical reflection, they argue that educational colonization can be challenged and effective anti-discriminatory and pro-equality practice and education promoted. Each chapter provides direct examples of how students and academics can apply these ideas in practice and in their learning, and how they can respond to and influence the challenges and changes that are taking place. The authors also examine educational and practice issues arising from attempts to incorporate international understanding into national practice and education systems. The book is designed to be stimulating to academics interested in international social work while remaining accessible to practitioners and students without international experience.

Social work leaders constantly strive to incorporate cutting-edge research and promote international collaboration in a dynamic contemporary environment. To address these ongoing concerns, this unique book focuses specifically on strategic leadership, asking critical questions about change-making, political strategy, and the opportunities that present themselves to lead new directions in social work education. Among the topics covered: Disruptive agendas and research dialogues in social work education Diversity leadership and perspectives beyond the mainstream The role of international bodies in advancing social work education Intellectual leadership and anticipating future advances in teaching strategies Democratising social work education Collaborative leadership models Strategic Leadership in Social Work Education examines the ability of social work to shape futures through education, training, and effective leadership, and suggests strategies for advancing responsible social work education in order to best meet tomorrow’s needs and aspirations.