Human rights at the heart of the social work curriculum

Reynaert, Didier; Dijkstra, Peter D.; Knevel, Jeroen; Hartman, Jeannette; Tirions, Michel; Geraghty, Clodagh; Gradener, Jeroen; Lochtenberg, Michiel; Hoven, Rudy van den

doi:10.1080/02615479.2018.1554033

Cited by 23 publications

(10 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…En este contexto, tal y como se ha evidenciado, se debería potenciar la implementación transversal de competencias, actitudes y contenidos relacionados con los derechos humanos y con los ODS en las diferentes materias, incluyendo la formación continua, que componen los planes formativos de las profesiones de la acción social (Becker, 2021;Reynaert et al, 2019;Sandström, 2007). El análisis ha permitido constatar que los contenidos de la formación ofrecida en los estudios de Trabajo Social de la Universidad de Málaga se fundamentan en una perspectiva individual del desarrollo humano, a diferencia del enfoque de los ODS que invita a abordarlo desde lo comunitario y lo global.…”

Section: Discusión Y Conclusionesunclassified

Trabajo Social y Objetivos de Desarrollo Sostenible (ODS): cuestión de Derechos Humanos

López-Carlassare¹,

Franco²,

García³

2021

Revista de Trabajo Social

View full text Add to dashboard Cite

La necesidad de la educación en derechos humanos entre los profesionales del Trabajo Social ha sido constatada por diversas investigaciones en la materia. Su papel es relevante para el desarrollo de competencias, actitudes y conocimientos relacionados entre los estudiantes de Pregrado (Grado en el contexto universitario español). De acuerdo con ello, en este estudio se persigue poner en relación el conocimiento que el estudiantado universitario de Trabajo Social alcanza sobre derechos humanos a lo largo de su formación con los contenidos que se recogen en las asignaturas de su plan de estudios. Se emplea un enfoque multimétodo, desde el que se explora la percepción sobre este conocimiento entre estudiantes del Grado en Trabajo Social de la Universidad de Málaga (España), junto con el análisis del plan de estudio que cursan con dicha titulación. Se constata que el estudiantado posee un conocimiento limitado acerca de los ODS y de la Agenda 2030, mientras que los derechos humanos son más conocidos. Se manifiesta la necesidad tanto de potenciar el enfoque de derechos humanos y ODS en la formación recibida como de que las diversas asignaturas que cursan profundicen en la inherente relación entre estos y el Trabajo Social.

show abstract

Section: Discusión Y Conclusionesunclassified

Trabajo Social y Objetivos de Desarrollo Sostenible (ODS): cuestión de Derechos Humanos

López-Carlassare¹,

Franco²,

García³

2021

Revista de Trabajo Social

View full text Add to dashboard Cite

show abstract

“…For social work practitioners to locate themselves confidently within frameworks of HR and SJ these concepts must be central to social work education (Dominelli, 2010;Ife, 2008;Méndez Fernández et al, 2006;Sewpaul and Jones, 2005); equipping students with the knowledge and skills to recognize and confront threats to the HR and SJ foundations of social work posed by neoliberalism. There is limited literature discussing experiences of incorporating HR and SJ in social work education (Bransford, 2011;Palumbo and Friedman, 2014;Poole, 2010;Reynaert et al, 2019;Wehbi and Straka, 2010), and a particular lack of attention to strategies and practices relating to the transmission of HR and SJ pratices in social work education in both England and Spain.…”

Section: Introductionmentioning

confidence: 99%

Resisting neoliberalism in social work education: learning, teaching, and performing human rights and social justice in England and Spain

Herrero

Charnley

2020

Social Work Education

View full text Add to dashboard Cite

In an increasingly complex, globalized world, many of the problems confronting social workers are rooted in structural inequalities created or deepened by uncontrolled neoliberal market mechanisms. Yet neoliberal political agendas dominating the global order encourage individualistic models of social work intervention, characterized by managerialism and deprofessionalisation. Critiquing the impact of neoliberalism, those aligned with critical and radical social work traditions have highlighted the use of narrow technicist interventions to disguise the root social causes of people´s suffering and contradicting values of human rights (HR) and social justice (SJ) that lie at the heart of social work as a profession. For social work students to locate themselves confidently within HR and SJ frameworks, they must experience HR and SJ as central to their education. This article draws on doctoral research exploring how HR and SJ are operationalized in social work education in England and Spain. A web survey of social work educators and students was complemented by interviews with educators in both countries. Findings revealed key opportunities for learning, teaching and performing HR and SJ in social work education. We discuss each in turn, reflecting briefly on the implications for enhancing the profile of HR and SJ in social work education.

show abstract

“…The cost of not training social workers to practice from human rights perspectives is perpetuating societal political, social, economic, and civil inequities that further marginalize and exclude people worldwide (Reynaert et al, 2019 ). Training all social workers to practice from a rights-based approach re-unites a profession that was increasingly dichotomized into clinical and macro approaches over time (Mapp et al, 2019 ).…”

mentioning

confidence: 99%

“…Bringing a rights-based approach to social work practice also presents an alternative approach to caring for one another than offered by neo-liberalism. As Reynaert et al has noted, “Social work is neither a value-neutral practice nor a practice devoid of power in addressing issues of injustice and inequality” ( 2019 , p. 2). The power of the human rights approach is to reconnect all social workers to advocacy at local, regional, national, and global levels.…”

mentioning

confidence: 99%