Managing or Mentoring? Reflections on the Role Modelling of Human Rights Within Australian Social Work Field Education

Saxton, Katherine; Rowbotham, Rebecca; Read, John

doi:10.1007/s41134-021-00194-w

Cited by 4 publications

(2 citation statements)

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“…However, we often feel that some students have an expectation that we will impart knowledge that enables them to simply pass assessment, rather than developing comprehensive knowledge for SW practice. These perceived student expectations alongside requirements from the university to maintain enrolments and meet the needs of a diverse international cohort, as well as engaging students in learning about difficult and personally sensitive topics (Saxton et al, 2021), often leave us feeling exhausted and disillusioned.…”

Section: Introductionmentioning

confidence: 99%

“…The implication of this research shows the importance of collective practices for safety and survival of female ECAs. This article contributes to emerging and sustained research by critical and feminist scholars about the possibilities of collaborative qualitative research processes (Morley and Dunstan, 2013; Naples, 2003; Saxton et al, 2021). The stressors of providing quality SW education within a neoliberal environment impact not only ECA’s but the wider SW sector, potentially leading to decreased practitioner wellbeing and service delivery outcomes.…”

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confidence: 99%

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Creating safety: Group reflections on surviving as a female, social work early career academic in the neoliberal academy

Newcomb

Saxton

Lovric

et al. 2022

Qualitative Social Work

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Female social work early career academics (ECAs) face many challenges within a neoliberal university context. The tension between balancing the social justice mission of the profession against the consumer model of higher education is conflicting and contributes to feelings of isolation and alienation. This article documents a group of female ECAs experiences by drawing on critical, post-modern and feminist knowledge traditions. The qualitative methodology used was collective autoethnography and critical reflection where the group documented and collectively analysed individual experiences of teaching social work education as female ECAs. The purpose of collating these experiences was to explore the emancipatory capacity of female agency as well as embodying what it is to be a female ECA. Vignettes were thematically examined in a three-part process including (1) reading and reviewing data; (2) categorising and group data and (3) finding themes and connecting these to the original data ( Chang et al., 2016 ). Analysis of the vignettes highlighted the tensions of working as female social justice educators within a neoliberal university causing feelings of oppression and discomfort. In finding one another, sharing and writing stories as well as a collective response this challenged the masculinist model which has been the norm within neoliberal universities. Female led support strategies coupled with the utilisation of feminist methodologies contributes to the emergence of a new, feminist and collectively safer academic culture.

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Section: Introductionmentioning

confidence: 99%

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confidence: 99%