Education for Change: Student Placements in Campaigning Organisations and Social Movements in South Africa

Ferguson, Iain; Harms-Smith, Linda

doi:10.1093/bjsw/bcr143

Cited by 28 publications

(29 citation statements)

References 12 publications

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“…Hermoso, Rosen, Overly, & Tompkins, ), in fieldwork (e.g. Ferguson & Smith, ), or by requiring students to engage in real‐life activities aimed at influencing policies (e.g. Weiss‐Gal & Peled, ).…”

Section: Resultsmentioning

confidence: 99%

“…A relatively large number (10) evaluate a course aimed at facilitating a PP process in which students engage in different stages of PP interventions (Butler & Coleman, ; Huber & Orlando, ; Rocha, ; Saulnier, ; Weiss‐Gal & Savaya, ; Zubrzycki & McArthur, ). Five articles evaluate engagement of students in PP activities undertaken during service learning or community projects (Anderson & Harris, ; Droppa, ; Hermoso et al, ) or during fieldwork in social change organisations or social movements (Ferguson & Smith, ; Weiss & Kaufman, ).…”

Section: Resultsmentioning

confidence: 99%

“…One additional study employs a post‐test single group design with two measurements (after the course ended and an eight months post‐graduation follow‐up) (Saulnier, ). Two studies adopt qualitative tools such as focus groups comprised of students who participated in the course (Droppa, ; Ferguson & Smith, ). Four additional studies employ a post‐test design with a comparison group (e.g.…”

Section: Resultsmentioning

confidence: 99%

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Policy practice in social work education: A literature review

Weiss‐Gal

2016

Int J Soc Welfare

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social work curricula; research on students' preferences with regard to PP; recommendations on what to include in PP education; descriptions of actual pedagogical methods and courses; evaluations of actual pedagogical methods; and tools for assessing PP competencies. Most of this discourse was devoted to descriptions of PP courses and teaching methods and much less to systematic evaluation of PP teaching. Key Practitioner Message: • Policy practice education is playing a growing role in social work training at both the Bachelor of Social Work (BSW) and Master of Social Work (MSW) levels; • The literature suggests a wide range of innovative experiential approaches in class and in actual policy arenas; • To further strengthen the field, systematic evaluations of policy practice teaching innovations are required.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Policy practice in social work education: A literature review

Weiss‐Gal

2016

Int J Soc Welfare

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“…It embodies a 'new' set of values for contemporary social welfare services, that of social justice, equality and democracy. This underlying paradigm shift of developmental social welfare is drastically different from the residual social welfare policy that served the interests of the nationalist government in the apartheid era (Ferguson and Smith, 2012). At the same time we must acknowledge that welfare organizations, like other public institutions in South Africa, have not escaped the impact of neoliberal capitalist policies that claims to provide revolutionary solutions to mass poverty and unemployment in the country (Sewpaul and Holscher, 2004).…”

Section: Deliberating Developmental Social Work In South Africamentioning

confidence: 99%

Social policy education for change: South African student perspectives on the Global Agenda for Social Work and Social Development

Raniga

Zelnick

2014

International Social Work

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Social work students deal with complex social problems such as poverty, unemployment and the devastating effects of HIV and AIDS in their practice, education and training and it is important to acknowledge that these developmental challenges have global dimensions. The four foundational pillars in the Global Agenda on Social Work and Social Development provide a framework for social work policy education. A project using this framework was implemented in South Africa and the United States. This article discusses the findings of an exploratory qualitative research project based on 58 student final papers from South Africa.

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“…In conclusion, placing students in a remote student unit and setting them tasks in which campaigning for social change is a core activity, if not the very reason for existence, is an important strategy in developing graduate social workers who have the commitment, confidence and skills to regard engaging in social change as a core professional activity (Ferguson & Smith, 2012). Furthermore, like McLaughlin et al (2015McLaughlin et al ( , p. 1469, we dare to suggest that 'these placements are not second best, but different' to the traditional student placements offered by social work programmes.…”

Section: Discussionmentioning

confidence: 99%