Relevant bibliographies by topics / Critical social work

Academic literature on the topic 'Critical social work'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Critical social work"

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Shimei, Nur, Michal Krumer-Nevo, Yuval Saar-Heiman, Sivan Russo-Carmel, Ilana Mirmovitch, and Liora Zaitoun-Aricha. "Critical Social Work." Qualitative Inquiry 22, no. 8 (July 8, 2016): 615–23. http://dx.doi.org/10.1177/1077800416629696.

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Fook, Jan. "Critical Social Work." Qualitative Social Work: Research and Practice 2, no. 2 (June 2003): 123–30. http://dx.doi.org/10.1177/1473325003002002001.

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Burghardt, Steve. "Critical Social Work Praxis." Journal of Teaching in Social Work 42, no. 5 (October 20, 2022): 578–81. http://dx.doi.org/10.1080/08841233.2022.2127994.

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Askeland, Gurid Aga, and Jan Fook. "Critical reflection in social work." European Journal of Social Work 12, no. 3 (September 2009): 287–92. http://dx.doi.org/10.1080/13691450903100851.

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Taylor, I. "Critical commentary. Social work education." British Journal of Social Work 30, no. 2 (April 1, 2000): 255–63. http://dx.doi.org/10.1093/bjsw/30.2.255.

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Banks, S. "Critical Commentary: Social Work Ethics." British Journal of Social Work 38, no. 6 (June 17, 2008): 1238–49. http://dx.doi.org/10.1093/bjsw/bcn099.

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Dungan, Sheryn S., Theresa R. Jaquay, Kathleen A. Reznik, and Elizabeth A. Sands. "Pediatric Critical Care Social Work:." Social Work in Health Care 21, no. 1 (October 6, 1995): 69–80. http://dx.doi.org/10.1300/j010v21n01_06.

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TAYLOR, I. "Critical Commentaries: SOCIAL WORK EDUCATION." British Journal of Social Work 27, no. 1 (February 1, 1997): 137–45. http://dx.doi.org/10.1093/oxfordjournals.bjsw.a011183.

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MacKinnon, Shauna T. "Social Work Intellectuals in the Twenty‐First Century: Critical Social Theory, Critical Social Work and Public Engagement." Social Work Education 28, no. 5 (August 2009): 512–27. http://dx.doi.org/10.1080/02615470802406494.

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Barak, Adi. "Critical Questions on Critical Social Work: Students’ Perspectives." British Journal of Social Work 49, no. 8 (March 14, 2019): 2130–47. http://dx.doi.org/10.1093/bjsw/bcz026.

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Abstract This research study explored the perspectives of social work students (n = 118) in the final semester of their studies regarding the implementation of critical social work in their future practices. Using performance ethnographies to collect data, students were asked to share their perspectives about implementing critical social work both in individual interventions and as a way to change the practice of mainstream social work organisations. Research ethnographies were analysed using a descriptive phenomenological approach, in an attempt to describe the shared essential experience of participants. Results demonstrated that students are influenced by several lines of thinking that come into direct conflict with one another: (i) they feel that critical social work is essential for individual interventions while also feeling that critical social work is not a priority for individual interventions and (ii) they feel that critical social work should and could change mainstream social work organisations while also feeling that critical social work should not and could not change mainstream social work organisations. These results contribute to a better understanding of the barriers in implementing critical social work, as well as the dilemmas and questions that should be addressed in social work education. Implications for social work education are outlined.
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Dissertations / Theses on the topic "Critical social work"

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D'Amico, Melissa, and s2006851@student rmit edu au. "Critical postmodern social work and liberation spirituality." RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080722.143340.

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This thesis explores the relationship between emancipatory politics and spirituality, and what this has to offer a critical postmodern approach to social work. At the centre of this thesis is a focus on forming a connection between critical postmodern social work theory and liberation spirituality. Liberation spirituality is a framework proposed by Joel Kovel which has at its heart connects emancipation and spirituality. My first chapter outlines my research approach. Chapter two explores the diversity and complexity of spiritual meanings, examines the influence of the western context on spirituality, analyses the relationship between language and spirituality, and outlines my assumptions in relation to spirituality. Chapter three examines the historical and social context influencing social workers' engagement with spiritual issues. It also explores the engagement of current social work literature with issues of spirituality. Chapters four and five consider distinctions between critical social work in the modernist tradition, and critical postmodern social work. This establishes why critical postmodern social work approaches are more suited to engage with spiritual issues. The conceptual connection between critical postmodern social work and liberation spirituality is explored in chapter six and chapter seven. The latter in particular includes a detailed examination of the relationship between emancipatory politics and spirituality. The thesis concludes in chapter eight by analysing implications of this conceptual connection.
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Granter, Edward. "Critical social theory and the end of work." Thesis, University of Salford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493516.

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This PhD research examines the development and sociological significance of the idea that work is being eliminated through the use of automated production technology. After examining historically, culturally and theoretically contested definitions of the concept of work, it looks at the idea of the abolition of work in Utopian writing, from More to Morris. Next, the argument that Karl Marx, perhaps surprisingly, can be seen as the quintessential end of work theorist, is presented.
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Choi, Moo Youl. "Korean Presbyterianism and social work: a critical analysis of the social work of four presbyterian denominations." Thesis, Oxford Centre for Mission Studies, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421115.

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Bay, Uschi Ursula, and uschi bay@deakin edu au. "The Politics of Empowerment in Australian Critical Social work." RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080821.152656.

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Critical social workers seek to practice in empowering ways with marginal groups and to transform power relations in organisations and society generally. This thesis explores how Foucault's theorising has been used by Australian critical social workers to think about power and empowerment practice. However there are many authors who contest that Foucault's theorising is useful for any kind of liberatory thinking or practice. This makes the use of Foucault's insights on power to re-formulate empowerment practice contestable. In this study I aim to draw distinctions between aspects of Foucault's work that can make a contribution to empowerment practice and those aspects that do not or cannot assist critical social workers to think about empowerment. To draw these theoretical distinctions is particularly timely, as the term
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Parton, Nigel. "Social work, child protection and social theory : a critical review and analysis." Thesis, University of Huddersfield, 2000. http://eprints.hud.ac.uk/id/eprint/4879/.

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This PhD by publication consists of two single authored books, five single authored papers in refereed journals, five single authored papers and one joint authored paper in edited books and covers the period 1985-2000. Two central ongoing themes are identified in the work: (1) the analysis of changing policy and practice in relation to child abuse in the UK from the late 1960's onwards; and (2), the changing nature of social work, again mainly in the UK. The themes are overlapping and in relation to both a number of concepts and debates in social theory are drawn upon both to analyse the changes and to make a positive contribution to policy and practice, particularly in the area of child welfare social work.
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Carruthers, Jean Catherine. "Performance as a platform for critical pedagogy in social work education." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/205094/1/Jean_Carruthers_Thesis.pdf.

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The aim of this research is to discover whether and how 'critical performance pedagogy' (CPP) is a strategy for students to think critically about the ways they link theory and practice in social work using theatrical performance as a platform. Using critical thematic and critical discourse analysis of qualitative interviews, video recorded performances and corresponding texts, this research has uncovered the various ways CPP supports critical and collaborative engagement in social work. The research indicates, students initially develop social and political analysis, make relevant links between theory and practice (praxis) and foster skills in democratic leadership and social action.
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Ikebuchi, Johnathan Haruo. "A critical exploration into professional socialization in social work education." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50744.

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A review of the literature on professional socialization in social work indicates that social work education produces inconsistent results in terms of assisting students to acquire values of the profession presented to them within their course of study, and in forming a professional social work identity. Values have been considered central to developing social work professionals. However, historic schisms and conflict within the profession surrounding its primary practice methods used to actualize its mission and goals, often characterized as a micro-macro practice debate, have led to divisions in the profession with respect to accepted identities and ambiguity about what social work values should be held in esteem. Social work values are prioritized differently and tend to cluster differently around various theoretical and practice methods. Thus, there is a range of value orientations presented to students by the profession. It is also argued that there is a field of internal and external influences on personal change and the socialization of students. Factors internal to students that they bring to their education, and factors external to students within the profession and in the teaching and practice environments where students learn make socialization challenging and problematic. Transformative adult learning theory, as conceptualized by Jack Mezirow, is presented as a theory to demonstrate the difficulty of transforming values in general, and a possible method to assist in socialization, if all messages from the profession surrounding values and identity were clear and unified. A review of the major reasons, motivations and personal histories that bring students to social work is undertaken. Social work education, specifically field education located within the context of a hostile neoliberal socio-economic and political climate and its effect on the socialization of students is critiqued. Non-conscious and unconscious psychological processes of students in learning and change have been overlooked within the study of professional socialization in social work. This omission is salient to this discussion. Suggestions for future research are discussed.
Health and Social Development, Faculty of (Okanagan)
Social Work, School of (Okanagan)
Graduate
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Webster, Paul. "A critical analytic literature review of virtue ethics for social work : beyond codified conduct towards virtuous social work." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/7085/.

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This submission is based on a critical analytical literature review of the moral paradigm of virtue ethics and a specific application of this to social work value discourse in search of lost identity. It echoes the philosophical academy's paradigmatic wars between 'act' and 'agent' appraisals in moral theory. Act appraisal theories focus on a person's act as the primary source of moral value whereas agent appraisal theories - whether 'agentprior' or stricter 'agent-based' versions - focus on a person's disposition to act morally. This generates a philosophical debate about which type of appraisal should take precedence in making an overall evaluation of a person's moral performance. My starting point is that at core social work is an altruistic activity entailing a deep commitment, a 'moral impulse', towards the distressed 'other'. This should privilege dispositional models of value that stress character and good motivation correctly applied - in effect making for an ethical career built upon the requisite moral virtues. However, the neo-liberal and neo-conservative state hegemony has all but vanquished the moral impulse and its correct application. In virtue ethical language, we live in 'vicious' times. I claim that social work's adherence to act appraisal Kantian and Utilitarian models is implicated in this loss. Kantian 'deontic' theory stresses inviolable moral principle to be obeyed irrespective of outcome: Utilitarian 'consequentualist' theory calculates the best moral outcome measured against principle. The withering of social work as a morally active profession has culminated in the state regulator's Code of Practice. This makes for a conformity of behaviour which I call 'proto-ethical' to distinguish it from 'ethics proper'. The Code demands that de-moralised practitioners dutifully follow policy, rules, procedures and targets - ersatz, piecemeal and simplistic forms of deontic and consequentualist act appraisals. Numerous inquiries into social work failures indict practitioners for such behaviour. I draw upon mainstream virtue ethical theory and the emergent social work counter discourse to get beyond both code and the simplified under-theoretisation of social work value. I defend a thesis regarding an identity-defining cluster of social work specific virtues. I propose two modules: 'righteous indignation' to capture the heartfelt moral impulse, and 'just generosity' to mindfully delineate the scope and legitimacy of the former. Their operation generates an exchange relationship with the client whereby the social worker builds 'surplus value' to give back more than must be taken in the transaction. I construct a social work specific minimal-maximal 'stability standard' to anchor the morally correct expression of these two modules and the estimation of surplus value. In satisficing terms, the standard describes what is good enough but is also potentially expansive. A derivative social work practice of moral value is embedded in an historic 'care and control' dialectic. The uncomfortable landscape is one of moral ambiguity and paradoxicality, to be navigated well in virtue terms. I argue that it is incongruous to speak of charactereological social worker virtues and vices and then not to employ the same paradigm to the client's moral world. This invites a functional analysis of virtue. The telos of social work - our moral impulse at work - directs us to scrutiny of the unsafe household. Our mandate is the well-being of the putative client within, discoursed in terms of functional life-stage virtues and vicious circumstance. I employ the allegorical device of a personal ethical journey from interested lay person to committed social worker, tracking the character-building moral peregrinations. I focus on two criticisms of virtue ethics - a philosophical fork. It is said that virtue ethical theory cannot of itself generate any reliable, independently validated action guidance. In so far as it does, the theory will endorse an as-given, even reactionary, criterion of right action, making 'virtue and vice' talk the bastion of the establishment power holders who control knowledge. I seek to repudiate these claims. Given that this demands a new approach to moral pedagogy, the practical implications for the suitability and training of social workers are discussed.
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Combs-Orme, T., Donna J. Cherry, and T. Leffman. "Learning Through Writing: Critical Thinking Exercises." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7656.

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Nipperess, Sharlene. "Human rights: a challenge to critical social work practice and education." Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/479.

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This qualitative research explores how Australian social workers position human rights in practice and education and the implications of this for critical social work. It focuses on the experiences of social work practitioners working with refugees and asylum seekers and social work academics in Australian universities. The central thesis is that the concept of human rights, though highly contested and problematic, can make an important contribution to critical social work practice and social work education.
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Books on the topic "Critical social work"

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Ponnou, Sebastien, and Christophe Niewiadomski. Critical Psychoanalytic Social Work. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003296416.

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Brown, Keith. Critical thinking for social work. 2nd ed. Exeter [England]: Learning Matters, 2008.

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1944-, Adams Robert, Dominelli Lena, and Payne Malcolm 1947-, eds. Critical practice in social work. 2nd ed. Basingstoke, Hampshire: Palgrave Macmillan, 2009.

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Robert, Adams, Dominelli Lena, and Payne Malcolm 1947-, eds. Critical practice in social work. Houndmills: Palgrave, 2002.

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Lynne, Rutter, ed. Critical thinking for social work. 2nd ed. Exeter [England]: Learning Matters, 2008.

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Adams, Robert, Lena Dominelli, and Malcolm Payne, eds. Critical Practice in Social Work. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-0-230-36586-5.

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1959-, White Vicky, ed. Modernising social work: Critical considerations. Bristol: Policy Press, 2009.

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1960-, Bolton Sharon C., and Houlihan Maeve, eds. Work matters: Critical reflections on contemporary work. Basingstoke, Hampshire: Palgrave Macmillan, 2009.

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Jones, Sue. Critical Learning for Social Work Students. Exeter: Learning Matters Ltd., 2010.

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Rethinking social work: Towards critical practice. South Melbourne: Longman, 1997.

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Book chapters on the topic "Critical social work"

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Thompson, Paul, and David McHugh. "Critical Social Psychologies." In Work Organisations, 381–87. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-4039-0765-3_24.

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McLaughlin, Kenneth. "Social Work." In Encyclopedia of Critical Psychology, 1812–15. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_654.

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Howe, David. "Critical Social Work." In A Brief Introduction to Social Work Theory, 129–38. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-0-230-36523-0_16.

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Burke, Beverley, and Jane Dalrymple. "Critical intervention and empowerment." In Social Work, 261–70. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-08215-2_19.

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McDonald, Catherine. "Critical Practice." In Challenging Social Work, 171–86. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-50549-0_10.

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Gough, Brendan, Majella McFadden, and Matthew McDonald. "Critical Work Psychology." In Critical Social Psychology, 250–72. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-07242-9_9.

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Gruenbaum, Ronan. "Critical Mass." In Making Social Technologies Work, 142–46. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137024824_21.

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Payne, Malcolm. "Critical practice." In Modern Social Work Theory, 319–47. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-40603-3_12.

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Adams, Robert, Lena Dominelli, and Malcolm Payne. "Towards a critical understanding of social work." In Social Work, 1–9. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-08215-2_1.

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Lipsky, Michael. "The critical role of street level bureaucrats." In Social Work, 194–98. 2nd ed. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003178699-38.

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Conference papers on the topic "Critical social work"

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Menendez-Blanco, Maria, Pernille Bjorn, and Antonella De Angeli. "Fostering Cooperative Activism through Critical Design." In CSCW '17: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/2998181.2998198.

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Cucumak, Sena, and Özge Subaşı. "A Critical Literature Review for Equal Participation in Human-Animal Interactions in Design." In CSCW '22: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3500868.3559467.

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Lemus Gómez, Lia Esther. "City Maps; Contributions to Social Work for a Territorial Analysis from Critical Geography." In 4th International Conference on Future of Social Sciences. Acavent, 2021. http://dx.doi.org/10.33422/4th.icfss.2021.09.95.

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Stapleton, Logan, Devansh Saxena, Anna Kawakami, Tonya Nguyen, Asbjørn Ammitzbøll Flügge, Motahhare Eslami, Naja Holten Møller, et al. "Who Has an Interest in “Public Interest Technology”?: Critical Questions for Working with Local Governments & Impacted Communities." In CSCW '22: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3500868.3560484.

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Lorenzetti, Liza, Rita Dhungel, Diane Lorenzetti, Tatiana Oschepkova, and Lemlem Haile. "A Transformative Approach to Social Work Education." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5422.

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The paper presents an overview of “The Journey Guides Program” - a mentorship and experiencial learning framework developed by the Faculty of Social Work, University of Calgary in Canada. This program was implemented in an Advanced Graduate Seminar, a preparatory course for graduate Social Work students prior to entering their field placements. This article begins by discussing critical pedagogy, the theoretical framework that undepinned the “The Journey Guides Program”, followed by a description of the eight-step process we adopted to implement this program. The authors conclude by discussing the benefits of the Journey Guides program, and plans for ongoing development and transferability of this model. Keywords: Journey guides, transformative learning; mentorship; social work
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Putri Yoma, Ranny, Armiati Armiati, and Edwin Musdi. "Development of Employee Work Sheets based Inquiry for Increasing the Ability of Critical Thinking." In International Conferences on Educational, Social Sciences and Technology. Padang: Fakultas Ilmu Pendidikan, 2018. http://dx.doi.org/10.29210/20181108.

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Evans-Smith, Charlene. "Preparing Preservice Teachers for Justice Work: The Role of Critical Social Justice Teacher Education." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1892286.

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Škorić, Jovana, and Marko Škorić. "THE IMPORTANCE OF CRITICAL THINKING IN SOCIAL WORKERS` EDUCATION." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.255s.

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In this paper, the authors discuss about the importance of critical thinking in the education of social workers, as well as its implications in the practice of this profession. Namely, the authors start from the assumption that students largely uncritically accept knowledge as true, reliable and accurate. On the other hand, the paper shows how critical thinking can be encouraged in the classroom. In the light of this, the authors analyze the components of critical thinking, a brief history of it (in context of social work practice), as well as various contemporary paradigms in this context. At the end of paper, there is a room for potential challenges, as well as barriers in the implementation of the above-mentioned paradigms in the educational system.
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Gruslyte, Monika. "TRANSFORMATIVE EDUCATION THROUGH SERVICE-LEARNING AS A PEDAGOGICAL INNOVATION TO DEVELOP UNIVERSITY STUDENTS' COMPETENCIES IN CRITICAL SOCIAL WORK." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.2578.

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Atkins, Prue, and Katie Sykes. "Embedding wholistic learning: Designing curated eLearning processes for social work students." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0107.

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La Trobe University is implementing a new Social Work course. Several evidence-based curriculum design and teaching innovations have been identified as having the potential to support both new explicit and implicit curriculum. This paper reports on the introduction of an innovative learning technology solution to promote a student centred learning approach. The use of the technology is novel to social work coursework education so evaluating the impact on supporting learning outcomes addresses a current gap in the research literature. Supporting a student centred approach, the innovation amalgamates ePortfolios with Moodle LMS to capture learning activities and assessments in their own digital space. The project has been a collaboration between the Social Work discipline and Technology Enhanced Learning Services. Findings from our evaluation show that the use of ePortfolios is consistent with transformational learning principles whereby the software application enables critical reflection, a sense of ownership over learning and the opportunity for students to be creative. The innovation also empowers students to develop a portfolio of curated reference material along with indivdiualised evidence of knowledge that can be utilised beyond graduation for potential employers or opportunities for further study.
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Reports on the topic "Critical social work"

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Leotti, Sandra. Interrogating the Construction and Representations of Criminalized Women in the Academic Social Work Literature: A Critical Discourse Analysis. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6996.

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Thorsen, Dorte, and Roy Maconachie. Children’s Work in West African Cocoa Production: Drivers, Contestations and Critical Reflections. Institute of Development Studies (IDS), April 2021. http://dx.doi.org/10.19088/acha.2021.005.

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Cocoa farming in West Africa has a long history of relying on family labour, including children’s labour. Increasingly, global concern is voiced about the hazardous nature of children’s work, without considering how it contributes to their social development. Using recent research, this paper maps out the tasks undertaken by boys and girls of different ages in Ghana and how their involvement in work considered hazardous has changed. We show that actions to decrease potential harm are increasingly difficult and identify new areas of inquiry.
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O’Reilly, Jacqueline, and Rachel Verdin. Measuring the size, characteristics and consequences of digital work. Digital Futures at Work Research Centre, February 2022. http://dx.doi.org/10.20919/whfq8202.

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This working paper provides a summary assessment of the existing literature and data on digital forms of employment internationally. It illustrates the variability in how it is defined, how it is growing and what kind of risks are associated with these developments. Evaluation of these types of jobs is divided. On one hand, optimists point to the attractions and relative ease in finding employment on digital platforms; on the other hand, more critical perspectives argue that these employment contracts can result in exclusion from social protection systems. The evidence indicates that while overall a relatively small proportion of all employment digital work is growing, both on platforms as well as adoption amongst more traditional companies. The characteristics of digital workers can vary by region and occupation. Overall, they tend to be predominantly younger and more likely male, with a growing number of women albeit in particular occupations. Skills and earnings levels vary but the key issues of disputes is around pay, conditions and employment status. The consequences of this form of work for those with lower skilled digital employment can undermine their social citizenship: they lack comparable employment rights, or when unemployed entitlement to adequate social protection. The potential polarisation effects of digital exclusion and deficits will severely hamper the wider benefits of transparency offered by these technologies. During the pandemic these trends have become more apparent. The imbalance of bargaining power and regulatory governance to bridge gaps in citizenship entitlements undermines the collective potential of policy makers and trade unions to address these challenges. Nevertheless, there is emerging evidence of innovative challenges and contestation of these gaps by both union organisations and national regulators attempts to adapt social protection
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Oloo, Ruth, and Amber Parkes. Addressing Unpaid Care and Domestic Work for a Gender-equal and Inclusive Kenya: WE-Care policy briefing. Oxfam, April 2021. http://dx.doi.org/10.21201/2021.7314.

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Care work is the heartbeat of every society: it contributes to our wellbeing as a nation and is crucial for our social and economic development. Yet the disproportionate responsibility for unpaid care work results in time poverty and significant opportunity costs, particularly among the poorest and most marginalized women and girls. This policy brief outlines why unpaid care work is a critical development, economic and gender equality issue for Kenya. It draws on two sets of evidence from Oxfam’s Women’s Economic Empowerment and Care (WE-Care) programme, which explore the impact of women and girls’ heavy and unequal unpaid care responsibilities both before and during COVID-19.
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Chauhan, Dharmistha, and Swapna Bist Joshi. The Care-Responsiveness Barometer: A framework to plan, measure and improve the care-responsiveness of policies, investments and institutions. Oxfam, September 2021. http://dx.doi.org/10.21201/2021.8076.

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Care work, paid, unpaid or underpaid, is a critical social and economic good. There is a need to place it at the core of all policy decisions and investments in development work, as well as across institutions. The Care-Responsiveness Barometer has been developed as a guiding tool for all institutions to plan, measure and improve the care-responsiveness of their work.
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Wolvin, Andrew, and JungKyu Rhys Lim. Skills for Life: Listening. Inter-American Development Bank, July 2022. http://dx.doi.org/10.18235/0004351.

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As we face the ravages of COVID-19, climate change, economic disparities, and social injustice, the world needs listening skills more than ever. Listening skills are one of the core life skills that are critical in life, work, and school. Listening skills enable children to access information, develop other skills, such as empathy, and critical thinking, and have better academic performances and lives. Listening skills are one of the most desired and needed in workplaces. In this brief, we explain the importance of listening skills and listening processes. Then, we review how policymakers can help develop listening skills. Lastly, we review how policymakers can measure and assess listening skills.
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Battersby, Jane, Keren Ben-Zeev, Nomonde Buthelezi, Irene Fabricci, Matilda Fakazi, Serah Kiragu-Wissler, Yolanda Magazi, et al. What's cooking? Adding critical feminist research to the pot - Community kitchens, school feeding programmes, and savings schemes in Cape Town, Nairobi, and Ouagadougou. TMG Research gGmbH, October 2022. http://dx.doi.org/10.35435/2.2022.8.

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TMG’s Urban Food Futures programme closes its scoping phase with a series of reports summarising the main insights lying the foundation for the next phase of action research. Grounded in the right to food and the six dimensions of food security, this working paper explores how community kitchens, school feeding programmes, and informal saving schemes work and how communities use them to cope with shocks. The paper investigates how vulnerable urban communities in Ouagadougou, Nairobi, and Cape Town use these three components to combat hunger and food insecurity in times of crises such as the Covid-19 pandemic, violent evictions, and armed conflicts. The paper further explores both the potential and the barriers of these initiatives to become urban nutrition hubs, places where community members engage in dialogues and build social capital to understand the structural conditions of hunger and what they can do to address them.
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Werny, Rafaela, Marie Reich, Miranda Leontowitsch, and Frank Oswald. EQualCare Policy Report Germany : Alone but connected? Digital (in)equalities in care work and generational relationships among older people living alone. Frankfurter Forum für interdisziplinäre Alternsforschung, Goethe-Universität Frankfurt am Main, October 2022. http://dx.doi.org/10.21248/gups.69905.

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The policy review is part of the project EQualCare: Alone but connected? Digital (in)equalities in care work and generational relationships among older people living alone, a three-year international project involving four countries: Finland, Germany, Latvia and Sweden. EQualCare interrogates inequalities by gender, cultural and socio-economic background between countries, with their different demographics and policy backgrounds. As a first step into empirical analysis, the policy review aims to set the stage for a better understanding of, and policy development on, the intersections of digitalisation with intergenerational care work and care relationships of older people living alone in Germany. The policy review follows a critical approach, in which the problems policy documents address are not considered objective entities, but rather discursively produced knowledge that renders visible some parts of the problem which is to be solved as other possible perspectives are simultaneously excluded. Twenty publicly available documents were studied to analyse the processes in which definitions of care work and digital (in)equalities are circulated, translated and negotiated between the different levels of national government, regional governments and municipalities as well as other agencies in Germany. The policy review consists of two parts: a background chapter providing information on the social structure of Germany, including the historical development of Germany after the Second World War, its political structure, information on the demographic situation with a focus on the 60+ age group, and the income of this age group. In addition, the background presents the structure of work and welfare, the organisation of care for old people, and the state of digitalisation in Germany. The analysis chapter includes a description of the method used as well as an overview of the documents chosen and analysed. The focus of this chapter is on the analysis of official documents that deal with the interplay of living alone in old age, care, and digitalisation. The analysis identified four themes: firstly, ageing is framed largely as a challenge to society, whereas digitalisation is framed as a potential way to tackle social challenges, such as an ageing society. Secondly, challenges of ageing, such as need of care, are set at the individual level, requiring people to organise their care within their own families and immediate social networks, with state support following a principle of subsidiarity. Thirdly, voluntary peer support provides the basis for addressing digital support needs and strategies. Publications by lobby organisations highlight the important work done by voluntary peer support for digital training and the benefits this approach has; they also draw attention to the over-reliance on this form of unpaid support and call for an increase in professional support in ensuring all older people are supported in digital life. Fourthly, ageing as a hinderance to participation in digital life is seen as an interim challenge among younger old people already online.
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Rojas Scheffer, Raquel. http://mecila.net/wp-content/uploads/2020/11/WP-27-Rojas-Scheffer_Online.pdf. Maria Sibylla Merian International Centre for Advanced Studies in the Humanities and Social Sciences Conviviality-Inequality in Latin America, 2020. http://dx.doi.org/10.46877/rojasscheffer.2020.27.

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Households that hire domestic workers are a space of compulsive encounters where people of different origins and social class meet, experiencing physical proximity that makes the social distance that prevails between them even more noticeable. Drawing on current research and scholarship on paid domestic work in Latin America, this paper explores the different ways of analysing the encounters of women from highly unequal social positions in the narrowness of the private household, arguing that the combination of physical proximity and affective ties fosters the (re)production of social inequalities and asymmetries of power. But while it is within the convivial relations of these households that inequality becomes evident, it is also there where it can be negotiated, fought, or mitigated. Households that hire domestic workers are thus a privileged site for observing negotiations and disputes concerning social inequalities, and hence, a critical context to study the reciprocal constitution of conviviality and inequality.
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Venkateswaran, Nitya, Jay Feldman, Stephanie Hawkins, Megan A. Lewis, Janelle Armstrong-Brown, Megan Comfort, Ashley Lowe, and Daniela Pineda. Bringing an Equity-Centered Framework to Research: Transforming the Researcher, Research Content, and Practice of Research. RTI Press, January 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0085.2301.

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Since the mainstream racial awakening to pervasive and entrenched structural racism, many organizations have made commitments and adopted practices to increase workplace diversity, inclusion, and equity and embed these commitments in their organizational missions. A question often arises about how these concepts apply to research. This paper discusses how organizations can build on their specific commitments to diversity, inclusion, and equity by applying these principles in the research enterprise. RTI International’s framework for conducting equity-centered transformative research highlights how incorporating principles of diversity, inclusion, and equity requires a departure from mainstream practice because of historical and intentional exclusion of these principles. Drawing on methodologies of culturally responsive evaluation, research, and pedagogy; feminist, Indigenous, and critical methodologies; community-based participatory research; and theories of social transformation, liberation, and racial justice, this organizing framework illustrates what this departure requires and how research can serve liberation and social justice by transforming the researcher, the research content, and the day-to-day practice of conducting research. Centering the work of seminal scholars and practitioners of color in the field, this paper provides a holistic framework that incorporates various research approaches and paradigms intended to shift power to minoritized and marginalized communities to achieve social transformation through research.
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