Social work education, training and standards in the Asia–Pacific region

Noble, Carolyn

doi:10.1080/0261547042000252262

Cited by 33 publications

(27 citation statements)

References 5 publications

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“…Some view the Global Standards as holding the potential for denial of difference and a denial of context-specific realities (Gray & Fook, 2004;Noble, 2004). These warnings need to be heard and taken account of, for even well-formulated documents and ideals may produce unintended consequences.…”

Section: Postmodernism: Challenges To the Grand Narrativementioning

confidence: 99%

Global standards: promise and pitfalls for re‐inscribing social work into civil society¹

Sewpaul

2005

Int J Soc Welfare

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This article critiques the modernist logical‐positivist ideology that has underscored social work, and interrogates the promise of the development of global standards to re‐inscribe social work into civil society at the global level. The potential pitfalls and dangers of such an initiative are also examined. The development of global standards was born out of an assumption that there is a common core to social work on a global level and on an essential affirmation of humanity and human dignity of all peoples across the world. Global standards might be construed to constitute a hegemonic Western discourse and a denial of context‐specific realities. However, a judicious, sensitive, post‐modernist and critical approach may enhance sensitivity towards difference and a greater appreciation of locally specific realities, within the global sphere.

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Section: Postmodernism: Challenges To the Grand Narrativementioning

confidence: 99%

Global standards: promise and pitfalls for re‐inscribing social work into civil society¹

Sewpaul

2005

Int J Soc Welfare

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“…Countries in which there is still no official licensure include: Fiji, Samoa, Tonga, and French Polynesia, which includes the island of Tahiti, however, French Polynesia does recognize licensure obtained in France due to its long colonial relationship. Other countries that do not have their own licensure but rely upon the US for licensing guidelines include: Palau, Tarawa, and Guam (Noble, 2004;Tan, 2006;Beddoe, 2007;Lai Wing Hoi and Chan Kam Tong, 2009;Shim et al, 2009).…”

Section: Licensure and Professional Social Work Organizationsmentioning

confidence: 98%

“…Civil disruption could be due either to conflict or natural disasters such as the 2005 Tsunami in Southeast Asia (Tan, 2006). Most Asian-Pacific countries have developed formalized training that corresponds to global trends in social work (Noble, 2004), however, there are still countries in this region where social work is less formalized and training is limited. China in particular is seeking to enhance social work training after nearly four decades where social work education was formally 436 B. Beecher et al banned before being reintroduced in 1986 (Miu Chung and A. Ka Tat, 2005).…”

Section: Policies Related To Professional Social Workmentioning

confidence: 99%

International Student Views of Social Work in Select Asian and Pacific Island Countries

Beecher¹,

Eggertsen²,

Furuto³

et al. 2012

Social Work Education

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The views of international students on their CSWE-based educational training and practicum experiences in their home countries is a rare topic in the literature. The present study utilized qualitative interviews with 16 international baccalaureate students who completed their practicums in their home countries in the Asia-Pacific region. Questions guiding the present study included: international students' experiences with language, awareness of policy, licensing and professional organizations, the perception of the profession, and degree-fit and employability issues. The translation of social work terms and concepts to the participants' native language was a challenge. Participants were aware of select social welfare programs, but were not able to confidently and clearly describe the social welfare system or social work profession back home. Perceptions of utility of degree, employability, and awareness of professional organizations varied based on the development and proliferation of social work in the participants' home country among other factors.

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“…On the other hand, Noble argues that internationalisation of social work can be a vehicle towards fracturing of Anglo-Western pedagogical hegemony and contributing to multicultural awareness in social work curricula (Noble, 2004). She considers internationalisation of social work education in the context of developing international guidelines, and cautions that, while this can be an opportunity to hear and include multiple voices, there needs to be focus towards minimisation of the Western voice and the challenging of academic authority over knowledge (Noble, 2004).…”

Section: Original Articlementioning

confidence: 99%

“…She considers internationalisation of social work education in the context of developing international guidelines, and cautions that, while this can be an opportunity to hear and include multiple voices, there needs to be focus towards minimisation of the Western voice and the challenging of academic authority over knowledge (Noble, 2004). There is a growing awareness of the needs for countries in the Global South to develop indigenous literature in social work education-Raju (2014), for example, calls for a social work curriculum that addresses the issues and problems in the Indian context.…”

Section: Original Articlementioning

confidence: 99%

Reciprocity in international student exchange: Challenges posed by neo-colonialism and the dominance of the Western voice

Zuchowski

Gopalkrishnan

King

et al. 2017

ANZSWJ

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INTRODUCTION: Internationalisation of social work education is part of a rapidly growing international tertiary education sector; one that is actively being promoted by governments and universities to support student learning and engagement and to develop global citizens. International partnership programmes form a core part of the internationalisation of social work education, and these programmes may involve inequity in the benefits to the different partners. This article critically reflects on, and explores, concepts of reciprocity and collaboration in international social work student exchanges with a specific focus on exchanges between Australia and the Asia-Pacific.METHOD: A critical lens was applied to the literature that conceptualises international student exchanges with a particular focus on reciprocity and collaboration. The concept of neo-colonialism is used to explore international student exchanges and consider ways forward; the term is used to refer to newer and more subtle forms of colonialism that are often based on linguistic or cultural domination. The discussion is further drawn out with anecdotal evidence from the authors’ own long-term engagement with international student exchange as well as an Australian government funded project “Going Places” that explores internationalisation in social work education.FINDINGS: A critical review of the literature highlights the continued dominance of the Western voice and issues of neo-colonialism as challenges to ensuring equitable processes in the internationalisation of social work education. Reciprocity is a contested concept that needs deep engagement to support transformative partnerships.CONCLUSIONS: It is argued that concepts of reciprocity, voice and collaboration have to be carefully considered in order to create transformative partnerships in international social work education.

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Social work education, training and standards in the Asia–Pacific region

Cited by 33 publications

References 5 publications

Global standards: promise and pitfalls for re‐inscribing social work into civil society¹

Global standards: promise and pitfalls for re‐inscribing social work into civil society¹

International Student Views of Social Work in Select Asian and Pacific Island Countries

Reciprocity in international student exchange: Challenges posed by neo-colonialism and the dominance of the Western voice

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Social work education, training and standards in the Asia–Pacific region

Cited by 33 publications

References 5 publications

Global standards: promise and pitfalls for re‐inscribing social work into civil society1

Global standards: promise and pitfalls for re‐inscribing social work into civil society1

International Student Views of Social Work in Select Asian and Pacific Island Countries

Reciprocity in international student exchange: Challenges posed by neo-colonialism and the dominance of the Western voice

Contact Info

Product

Resources

About

Global standards: promise and pitfalls for re‐inscribing social work into civil society¹

Global standards: promise and pitfalls for re‐inscribing social work into civil society¹