The art of not-knowing: Valuing diversity and intercultural competences in international social work education

Abstract

The article focuses on how international social work education can enable students to become culturally competent social workers. It follows the idea that the vital aspect of internationalizing social work education is not about structural prerequisites. Rather, it is in the specific role of intercultural perspectives and how these perspectives can be integrated into structural frameworks for internationalizing social work education. It is highlighted that the acceptance of not-knowing and not-understanding provides the basis of cultural awareness or global mindedness. Therefore, a model for the development of intercultural competence in social work is presented.

‘Where is the social work?’ Discovering and learning social work across Chinese and Norwegian contexts: A transcontextual perspective

“…In this article, I have discussed how to integrate the focuses on both the global and the local aspects of SW in internationalising SW education. My point of departure is that the vital part of internationalising SW education is not about structural prerequisites, but about how to integrate certain international-oriented perspectives into different structural frameworks (Anish et al, 2021). Building on the transnational perspective in SW, I have developed and introduced a transcontextual perspective in SW education.…”

“…These include the following: (1) infusion through regular courses , that is, international topics, perspectives and standards are integrated into the national core curricula– for example, it is a requirement that international literature and perspectives must be included when developing SW curricula in Norway (Ministry of Education and Research, Norway, 2017); (2) specialist options and degree programmes with a particular focus on the international aspects of SW– the international master’s programme in SW mentioned in the introduction is one such example; (3) student and faculty exchange , such as the short-term Sino-Norwegian exchange programme that this article builds upon. While Hokenstad’s model focuses on the structural prerequisites for internationalising SW education, other scholars argue that the vital aspect of internationalising SW education is not about structural prerequisites, but rather the specific role of certain international-oriented perspectives and how these perspectives can be integrated into different structural frameworks (Anish et al, 2021).…”

“…As mentioned, the vital aspect of internationalising SW education is not about structural prerequisites, but about how to integrate certain international-oriented perspectives into different structural frameworks. One such perspective can be the intercultural perspective , which aims to help students develop intercultural or culture-reflexive competence (Anish et al, 2021). Lyngstad (2013) also argues for a comparative perspective and states that internationalisation of SW education and the emphasis on the contextual feature of SW practices are ‘two sides of the same coin’ through a comparative lens (p. 415).…”

“…International SW education is defined as all efforts to internationalise SW education, which usually focuses on national, regional and local contexts (Anish et al, 2021). Internationalisation of SW education takes place in several intertwined global processes with driving forces from both within and outside the profession.…”

Analyzing International Social Work in Undergraduate Social Work Curriculum

“…The NASW Code of Ethics expresses the importance of diversity in Competency 1.05, stating that it is important for social workers to understand, "…culture and its function in human behavior and society, recognizing the strengths that exist in all cultures…" and have"… knowledge that guides practice with clients of various cultures…" (NASW, 2021,1.05 Cultural Competence section). Cultural diversity works in conjunction with international social work as it plays a part in developing an understanding of one's own identity and biases that can impact international social work practice (Anish et al, 2021). It is not only necessary for international social work education, but social work education as a whole, as it is laid out as an essential element of social work education in the I have been planning to practice international social work after graduation.…”