The Integration of Human Rights in US Social Work Education: Insights from a Qualitative Study

Chiarelli-Helminiak, Christina M.; Eggers, Matthew; Libal, Kathryn

doi:10.1007/s41134-018-0050-y

Cited by 15 publications

(24 citation statements)

References 31 publications

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“…This approach was selected to explore the role of social work practitioners in documenting and addressing human rights violations in Chile. Prior literature has also utilized thematic analyses to explore social phenomena or issues relevant to social work (Chiarelli-Helminiak et al 2018;Dapi et al 2018). This involved two stages of identifying codes and emerging themes from the data (Guest et al 2012).…”

Section: Discussionmentioning

confidence: 99%

Human Rights in Chilean Social Work: Lessons from Chile to Prepare Social Work Students for Human Rights Practice

Donoso

Valderrama

LaBrenz

2020

J. Hum. Rights Soc. Work

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This article presents findings from two studies conducted in Chile to examine the link between human rights and social work practice. The focus of this paper was to explore the role of undergraduate education in preparing future social work practitioners for human rights practice. Data from a qualitative longitudinal study to understand the role of social workers during the dictatorship in Chile (1973–1989) were used; then, in October 2019, as civil unrest and police and military brutality erupted across the country, the authors created a commission to register and document narratives and testimonies of current human rights violations in Chile. The research team utilized a qualitative approach to analyze data from the in-depth interviews that were conducted in the longitudinal study and from the 2019 commission. Findings suggest a need to cover more in-depth human rights content in social work education and to teach students to create community collaborations in the field. Implications for social work education and practice in the current political climate are explored.

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Section: Discussionmentioning

confidence: 99%

Human Rights in Chilean Social Work: Lessons from Chile to Prepare Social Work Students for Human Rights Practice

Donoso

Valderrama

LaBrenz

2020

J. Hum. Rights Soc. Work

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“…Eight of the 32 articles discussed the general need to integrate human rights into social work education in the United States (Chiarelli-Helminiak et al, 2018;"Global Agenda," 2014b;Healy & Wairire, 2014;Pelton, 2001;Richards-Desai et al, 2018;Reichert, 2011b;Steen, 2006;Witkin, 1998). Witkin (1998) argues that human rights are integral to the mission of social work.…”

Section: General Articlesmentioning

confidence: 99%

“…Despite the desire to include human rights in social work education, many authors highlighted significant challenges. Scholars point out that the application of human rights to social work practice in the United States remains in infancy, with many practitioners lacking formal instruction in this area (Chiarelli-Helminiak et al, 2018;Reichert, 2011b;Richards-Desai et al, 2018). There is a lack of understanding and consensus on human rights within the social work profession due to the ambiguity surrounding the teaching of human rights.…”

Section: General Articlesmentioning

confidence: 99%

“…Stark contradictions and ambiguity exist around teaching human rights and its relationship to social justice (Chiarelli-Helminiak et al, 2018;Pelton, 2001;Richards-Desai et al, 2018). Even though the National Association of Social Workers (NASW) endorses human rights in policy statements, human rights are not explicitly addressed in the professional code of ethics.…”

Section: General Articlesmentioning

confidence: 99%

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An Exploration of Human Rights and Social Work Education in the United States

Sousa-Meixell

Kim

Silmere

2021

J. Hum. Rights Soc. Work

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Social work, with its commitment to social justice, knowledge about cultural diversity, and respect for the dignity and worth of the individual, has much to contribute to the modern-day human rights debate. Many international social work scholars have articulated the view of social work as a human rights profession. The profession's presence in this arena, however, has not always been apparent. Amid increasing global tensions and domestic challenges, equipping social work students with human rights knowledge and skills is critical. The limited attention given to human rights in social work education, particularly in the United States, provides a unique opportunity to explore the human rights discourse occurring in academic circles. This paper presents a review of scholarly journal articles that explore the human rights discourse related to social work education in the United States. Upon reviewing the literature, the following categories emerged: (1) general articles on integrating human rights into social work education; (2) pedagogical frameworks, models, and examples of incorporating human rights into social work education; and (3) measures and perceptions related to assessing the integration of human rights in social work education. Findings indicate that the inclusion of human rights into social work education in the United States is in its infancy. It is recommended that social work programs in the United States be more intentional about integrating human rights content into the curricula to train culturally competent and globally minded social workers.

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“…Discussions about curriculum transformation can be polarizing and conflict ridden (Chiarelli-Helminiak, Eggers, & Libal, 2018;Payne & Smith, 2018;Razack & Jeffery, 2002), making change difficult if not impossible to realize. Rather than shy away from these conflicts, however, an alternative response would be to seize the opportunity for collaborative activities (Allan & Estler, 2005) that address the root source of the presenting issue.…”

Section: Recommendations For Actions That Support Transformative Pracmentioning

confidence: 99%

What’s All the Fuss about Social Work Syllabi? Action Speaks Louder Than Words in Addressing the Silence of Whiteness in Social Work Curriculum: A Game Theory Perspective

Giwa¹,

Mihalicz²

2019

JSSW

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A cursory review of the mission statements of progressive Canadian schools of social work reveals that most have a commitment to anti-oppressive education. That is a commitment to social justice and the amelioration of multiple forms of oppression using a broad range of praxis-oriented approaches. In practice, questions remain regarding these schools' commitment to transformative education. To what extent do the pedagogical promises of a-progressive‖ education match the actions of education administrators? Can a school or curriculum be progressive if devoid of a critical analysis of the operation of Whiteness at the root of social injustice? The first author's experience teaching an elective undergraduate course and the curriculum tension experienced by students over the lack of content on Whiteness in their core courses are examined. We analyze two different events experienced by them using solution concepts drawn from game theory, to answer the question: Is the non-disclosure of course syllabi evidence that a school has something to hide? Action-oriented efforts-and difficulties encountered-in raising consciousness about the students' need for curriculum change to address this issue are discussed. Pedagogical implications and recommendations are included for transformative practice that might support the integration of content on Whiteness in mandated social work courses.

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The Integration of Human Rights in US Social Work Education: Insights from a Qualitative Study

Cited by 15 publications

References 31 publications

Human Rights in Chilean Social Work: Lessons from Chile to Prepare Social Work Students for Human Rights Practice

Human Rights in Chilean Social Work: Lessons from Chile to Prepare Social Work Students for Human Rights Practice

An Exploration of Human Rights and Social Work Education in the United States

What’s All the Fuss about Social Work Syllabi? Action Speaks Louder Than Words in Addressing the Silence of Whiteness in Social Work Curriculum: A Game Theory Perspective

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