Journal articles: 'Social work education Australia'

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Napier, Lindsey, and Janet George. "Changing social work education in Australia." Social Work Education 20, no. 1 (February 2001): 75–87. http://dx.doi.org/10.1080/02615470020028382.

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Baikady, Rajendra, Venkat Pulla, and Channaveer R.M. "Social Work Education in India and Australia." International Journal of Social Work and Human Services Practice 2, no. 6 (December 2014): 311–18. http://dx.doi.org/10.13189/ijrh.2014.020616.

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Fook, Jan. "Social work research in Australia." Social Work Education 22, no. 1 (February 2003): 45–57. http://dx.doi.org/10.1080/02615470309134.

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Scott, Virginia, Carmel Laragy, Roslyn Giles, and Robert Bland. "Practice standards in Australia: implications for social work education." Social Work Education 23, no. 5 (October 2004): 613–24. http://dx.doi.org/10.1080/0261547042000252325.

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Jaric, Ljubica. "Contemporary skill migration in Australia." Stanovnistvo 39, no. 1-4 (2001): 157–82. http://dx.doi.org/10.2298/stnv0104157j.

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Immigration has always been a key of the Australian social and economic development. Australia administers separate Migration and Humanitarian Programs. The Migration Program has two streams: Family and Skill. The smaller Special Eligibility stream includes groups such as former Australian citizens and former residents who have maintained ties with Australia. The Skill stream of Australia's Migration Program is specifically designed to target migrants who have skills or outstanding abilities that will contribute to the Australian economy. The migration to Australia of people with qualifications and relevant work experience can help to address skill shortages in Australia and enhance the size, skill level and productivity of the Australian labour force. Skilled migrants were mainly employed in managerial, administrative, professional or paraprofessional occupations or as traders. Permanent movement represents the major element of net overseas migration. Australia has experienced not only permanent influx of skilled but longterm movement as an affect of globalisation of business, the creation of international labour and education markets and cheaper travel. The level of longterm movements is strongly influenced by both domestic and international conditions of development, particularly economic conditions. More Australians are going overseas to work and study and foreigners are coming to Australia in larger numbers for the same reasons. Skill migration in FRY is mostly correlated with the economic situation in the country. Skill stream from FRY to Australia has been significantly increased since 1990. In the Australian official statistics separate data for the FRY has been available since July 1998. Prior to July 1998. FRY component was substantial proportion of total Former Yugoslav Republics. Estimated Serbian skill stream is around 4500 people.

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Pardy, John. "Remembering and forgetting the arts of technical education." History of Education Review 49, no. 2 (November 12, 2020): 181–93. http://dx.doi.org/10.1108/her-02-2020-0009.

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PurposeTechnical education in the twentieth century played an important role in the cultural life of Australia in ways are that routinely overlooked or forgotten. As all education is central to the cultural life of any nation this article traces the relationship between technical education and the national social imaginary. Specifically, the article focuses on the connection between art and technical education and does so by considering changing cultural representations of Australia.Design/methodology/approachDrawing upon materials, that include school archives, an unpublished autobiography monograph, art catalogues and documentary film, the article details the lives and works of two artists, from different eras of twentieth century Australia. Utilising social memory as theorised by Connerton (1989, 2009, 2011), the article reflects on the lives of two Australian artists as examples of, and a way into appreciating, the enduring relationship between technical education and art.FindingsThe two artists, William Wallace Anderson and Carol Jerrems both products of, and teachers in, technical schools produced their own art that offered different insights into changes in Australia's national imaginary. By exploring their lives and work, the connections between technical education and art represent a social memory made material in the works of the artists and their representations of Australia's changing national imaginary.Originality/valueThis article features two artist teachers from technical schools as examples of the centrality of art to technical education. Through the teacher-artists lives and works the article highlights a shift in the Australian cultural imaginary at the same time as remembering the centrality of art to technical education. Through the twentieth century the relationship between art and technical education persisted, revealing the sensibilities of the times.

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Baker, Shayne D., Neil Peach, and Malcolm Cathcart. "Work-based learning." Journal of Work-Applied Management 9, no. 1 (June 5, 2017): 70–82. http://dx.doi.org/10.1108/jwam-04-2017-0008.

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Purpose The purpose of this paper is to assess the extent to which work-based learning could potentially improve education and training pathways in Australia. Design/methodology/approach The paper reviews education and training provision in Australia through a contextualisation of the Australian Qualification Framework (AQF) with work-based learning pedagogy to determine the extent to which it might contribute to improved outcomes for learners. Findings People seeking to advance their career aspirations can consider the application of work-based learning to support lifelong learning pathways through the AQF. Research limitations/implications There is a need for further longitudinal studies on the outcomes of work-based learning for organisations, individual learners and education and training institutions. Practical implications The application of effective WBL approaches has the potential to create a much larger flow of learners from experiential and vocational backgrounds into undergraduate programmes and onto higher education programmes using a consistent and effective pedagogy. Social implications By actively considering the opportunities for learning at work and through work learners, educators and business managers may recognise that there would be more demand for work-based learning. Originality/value This paper represents an initial action research study which examines the role WBL can provide for life-long learning.

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Plath, Debbie. "An experience based model for practice learning." Journal of Practice Teaching and Learning 5, no. 1 (December 26, 2012): 23–38. http://dx.doi.org/10.1921/jpts.v5i1.300.

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Social work education in Australia is responding to the changing social, political and economic contexts in which social work is practised. The Bachelor of Social Work program at the University of Newcastle, Australia, aims to educate competent social workers able to deal effectively with the changing challenges of the work environment. This is achieved through an experience based model of social work education. This paper, presented at the 2nd international conference of the Journal of Practice Teaching in Health and Social Work in London in April 2003, provides an overview of some social work education issues in Australia. The experience based learning model employed at the University of Newcastle is described and discussed in relation to social work field education.

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Newcomb, Michelle. "When Teacher Becomes Student: Unveiling Contradictions within Australian Social Work Education." Social Sciences 8, no. 6 (June 6, 2019): 174. http://dx.doi.org/10.3390/socsci8060174.

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Social work education in Australia is bound by a range of rules and assumptions supported by both higher education institutions and the Australian Association of Social Workers (AASW). This autoethnography explores a range of contradictions within social work education from the unique perspective of someone who was simultaneously a student and academic in social work. This experience occurred because, although PhD qualified in social work, rulings set down by the AASW lead to me being excluded from consideration in permanent roles. The position led me to becoming an online Master of Social Work (MSW) student whilst still being a social work educator allowing me to explore a range of contradictory rules and processes within social work education. Analysis of my reflections, journals, assignments and conversations with colleagues unveiled a range of mixed messages in relation to social inclusion, technical rationalism, self-care and field placement supervision. My findings contribute to current debates about how neoliberalism currently impacts on inclusion in social work education and development of a professional identity. In exploring my dual roles, this autoethnography unveils contradictions within social work education and accreditation that question the social justice mission of the profession.

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Young, Peter, Clare Tilbury, and Melanie Hemy. "Child-related Criminal History Screening and Social Work Education in Australia." Australian Social Work 72, no. 2 (March 25, 2019): 179–87. http://dx.doi.org/10.1080/0312407x.2018.1555268.

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Hodgson, David, Lynelle Watts, Pushkar Sebastian Cordoba, and Sharlene Nipperess. "Social Work Doctoral Education in Australia: The Case for Further Development." Australian Social Work 74, no. 1 (July 16, 2020): 96–109. http://dx.doi.org/10.1080/0312407x.2020.1786139.

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Afrouz, Rojan. "Developing inclusive, diverse and collaborative social work education and practice in Australia." Critical and Radical Social Work 10, no. 2 (August 2022): 280–96. http://dx.doi.org/10.1332/204986021x16553760671786.

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The Australian social work accrediting body has set diversity as an agenda for education and practice. Universities and the social work field have also attempted to adhere to principles of diversity. However, despite progressive approaches and improvement, diversity has been challenged by the whiteness of Australian social work and the neoliberal agenda across both workplaces and universities. The dominant narrative of Australian social work still reflects Western values, power and privileges. This article argues that embracing diversity in social work education needs the ongoing adoption of critical pedagogy, including critical theories, and maintaining inclusiveness for diverse students. Social work practice settings also need progressive approaches to include diverse groups of marginalised people, a commitment to diversity and support for social workers to develop cultural competency and humility. Transnational relationships within different countries and nations can help social work move from ethnocentrism to multiculturalism.

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Hardwick-Franco, Kathryn Gay. "Flexible education in Australia." Higher Education, Skills and Work-Based Learning 8, no. 3 (August 13, 2018): 259–73. http://dx.doi.org/10.1108/heswbl-02-2018-0019.

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Purpose The purpose of this paper is twofold: first, to explore the extent to which the South Australian flexible learning option (FLO) secondary school enrolment strategy supports some of the most vulnerable and disengaged students to simultaneously engage in secondary- and higher-education, skills and work-based learning; second, to explore the degree to which this FLO enrolment strategy addresses the United Nations (UN) principles of responsible management education and 17 sustainable development goals. Design/methodology/approach The approach includes a practice perspective, field-notes and documents analysis. Findings This paper finds the flexibility inherent in the FLO enrolment strategy goes some way to addressing inequity in education outcomes amongst those who traditionally disengage from education and work-based learning. Findings also highlight ways in which the FLO enrolment strategy addresses some of the UN principals and 17 goals. Research limitations/implications This paper supports the work of HESWBL by calling for future research into the long-term benefits of flexible education strategies that support HESWBL, through exploring the benefits to young people, from their perspective, with a view to providing accountability. Social implications The paper offers an example of a way a practice perspective can explore an education strategy that addresses “wicked problems” (Rittel and Webber, 1973). Currently, “wicked problems” that pervade member countries of the Organisation for Economic Co-operation and Development include intergenerational poverty, under-education and unemployment. Originality/value This paper is valuable because it explores from a practice perspective, how a secondary education enrolment strategy supports vulnerable students engage in their secondary schooling, while simultaneously supporting students achieve higher education, skills and work-based learning.

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Clarke, Tenille. "Legislation in Australia: Social Control or Education?" Australian Journal of Environmental Education 17 (2001): 115–17. http://dx.doi.org/10.1017/s0814062600002512.

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The primary function of legislation in Australia is that of an educative one rather than an enforcement role. An example of legislation the main function of which is to educate is the Occupational Health and Safety Act, 1985 (O.H.&S. Act). The main aim of the Act is to legislate for a safe work place, breaches of the Act can induce human suffering, therefore the Act is designed to prevent workplace accidents, not to prosecute.The O.H.&S. Act was introduced after a time of social change. The sixties and seventies were times of protest on matters concerning equality for women and for many underprivileged groups. As a result of this, a demand for the rights of safety within the workplace followed. With the advent of the Act in 1985 came a legitimation to the premises of workplace health and safety. The demands for workplace health and safety were recognised by the government and it accommodated by legislating for a safe workplace. The OH & S Act satisfies a need to educate the public on workplace safety and the right to workplace rehabilitation after a workplace illness, by using many social mechanisms. These mechanisms include the set up of a beaurocratic organisation—Workcover, to administer the Act. Workcover educates the public through the use of training schemes, graphic television commercials and standards as a guide to correct practice. Evolution of the Act to management of safety by employers and employees demonstrated that legislation is a self-referential system that has feedback loops which are the result of the education of society. The mechanisms used in the processes of education are socially constructed. Legislation is therefore used to guide society into acceptance of an ideal/framework.

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Watts, Lynelle. "Reflective Practice, Reflexivity, and Critical Reflection in Social Work Education in Australia." Australian Social Work 72, no. 1 (October 29, 2018): 8–20. http://dx.doi.org/10.1080/0312407x.2018.1521856.

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McNabb, David John, and Marie Connolly. "The relevance of Global Standards to social work education in Australasia." International Social Work 62, no. 1 (June 12, 2017): 35–47. http://dx.doi.org/10.1177/0020872817710547.

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Underpinned by the Global Standards published for the promotion of quality social work education, and as a benchmark for social work education at national levels, a qualitative content analysis is conducted to explore the alignment of national standards of the Aotearoa New Zealand and Australia regulatory bodies with the Global Standards. A number of equity issues are identified: service users and student participation, student representativeness, indigenous rights and political action, gender and cultural equity, and equitable access. The implications for social work education internationally are considered, including a possibility of the role of the Global Standards in democratizing social work education.

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Pawar, Manohar, and Madhavappallil Thomas. "Social work education in Australia and the USA: comparative perspectives and contemporary issues." Social Work Education 36, no. 6 (June 6, 2017): 648–61. http://dx.doi.org/10.1080/02615479.2017.1335699.

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Campbell, Craig. "History of Education Research in Australia." Espacio, Tiempo y Educación 3, no. 2 (July 18, 2016): 3. http://dx.doi.org/10.14516/ete.2016.003.002.000.

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History of education research has flourished in Australia since the 1960s. However, fewer university appointments in recent years suggest that a decline will soon occur. Nevertheless, research over the previous fifty years has produced much excellent work, following three significant historiographical trends. The first is the dominant Anglo-Empirical Whig tradition, which has concentrated on conflicts between church and state over schooling, and the founders and establishment of schools and public school systems. The second arose from social history, shifting the focus of research onto families, students and teachers. However, the concentration on the social class relations of schooling was eventually overtaken by substantial studies into gender relations. In more recent times, cultural studies and the influence of Foucault have been responsible for new research questions and research, marking a new historiographical trend. A survey of topics for which more research is required concludes the editorial, not least of which is the history of Indigenous education.

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Babacan, Alperhan, and Hurriyet Babacan. "A transformative approach to work integrated learning in legal education." Education + Training 57, no. 2 (March 16, 2015): 170–83. http://dx.doi.org/10.1108/et-07-2013-0098.

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Purpose – The purpose of this paper is to discuss the current context, scope and problems in the provision of work-integrated learning (WIL) in legal education and how the adoption transformative pedagogies in WIL which is offered in legal education can foster personal and social transformation in addition to enhancing lawyering skills. The paper draws on learning from Australia, England and the USA. Design/methodology/approach – The backdrop of this conceptual paper is WIL and transformative education. The text begins with a critique of existing WIL frameworks and practices in legal education in Australia, England and the USA. This exposes a focus on skills enhancement at the expense of social and personal transformation. Drawing on transformative learning, the paper proposes practices which can be used in WIL offered in legal education to enhance personal and social transformation. Findings – There is very little literature on how legal education and WIL in legal education can enhance personal and social transformation. Tensions continue to exist between the predominant aim of instilling the legal skills necessary to ensure that graduates are prepared for legal practice through WIL programmes and between the need to simultaneously enhance critical consciousness and social transformation necessary for active participation in social and professional life. Research limitations/implications – More research is required on the best manner in which the ideals and practices of emancipatory education can be installed within WIL programmes so as to successfully reduce the tensions between the instilling of legal skills required to practice law and the need to train students to be holistic, critical and constructive thinkers. Practical implications – The suggestions made in this paper provide a framework to adopt critical pedagogies in the provision of WIL in legal education. The theoeretical and practice-based suggestions presented in this paper are also relevant to other professional disciplines where personal transformation is desired. Originality/value – The literature on legal education predominantly focuses on enhancing lawyering skills and competencies and there is an absence of the utilisation of transformative pedagogies in legal education generally and WIL offered in legal education. Drawing predominantly on the literature and practices relating to legal education in Australia and incorporating comparative insights from England and the USA, the paper contributes to the broader literature on transformative learning. Most significantly, the paper contributes specifically to the use of transformative pedagogies in WIL offered in legal education through the suggestion of practices relating to critical reflection and dialogue which are not commonly used in legal education.

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Rowntree, Margaret R. "Making Sexuality Visible in Australian Social Work Education." Social Work Education 33, no. 3 (September 13, 2013): 353–64. http://dx.doi.org/10.1080/02615479.2013.834885.

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Harris, Nonie, Debra Miles, Elise Howard, Ines Zuchowski, Julie King, Piyachat Dhephasadin Na Ayudhaya, Peter Jones, Abraham Francis, Narayan Gopalkrishnan, and George Puthantharayil. "International Student Exchange in Australian Social Work Education." Australian Social Work 70, no. 4 (May 3, 2017): 429–40. http://dx.doi.org/10.1080/0312407x.2017.1309671.

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Neden, Jeanette, Rob Townsend, and Ines Zuchowski. "Towards Sustainability in Australian Social Work Field Education." Australian Social Work 71, no. 3 (May 20, 2018): 345–57. http://dx.doi.org/10.1080/0312407x.2018.1465576.

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Carter, Margaret Anne, and Carmel Ellis. "Work ‘with’ me: Learning Prosocial Behaviours." Australasian Journal of Early Childhood 41, no. 4 (December 2016): 106–14. http://dx.doi.org/10.1177/183693911604100413.

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THIS ARTICLE REPORTS RESEARCH findings from a descriptive study, identifying the perceptions of 33 staff in one early childhood Montessori centre in south-east Queensland, Australia. The authors report on the instructional practices associated with young children learning prosocial behaviours in this centre. Social understanding and skill acquisition communicated with authoritative practices were ranked favourably, compared with punitive practices of ordering and bribing children to behave. Engaging in respectful limit setting involving teaching children baseline social rules was preferred over telling, blaming and punishing children to behave. Our findings provide preliminary support for the importance of educators purposefully teaching young children the minimal level prosocial behaviours expected within early childhood education contexts.

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Davis, Denis. "Traineeships in the West German Context." Australian Journal of Education 32, no. 1 (April 1988): 44–57. http://dx.doi.org/10.1177/000494418803200103.

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In 1985–86 the Australian Government introduced an elaborate scheme of traineeships to complement the already existing apprenticeship scheme. This article shows how the idea as originally conceived, but not as implemented, was based upon the West German dual system. It examines the dual system within the West German setting to see what problems and benefits the traineeship based upon the German system would have in Australia. Its conclusion is that, in spite of apparent problems which the German system has in terms of social demarcation, neglect of certain disadvantaged groups, and appropriateness for technological change, the German system of combining education and work in Australian non-traditional apprenticeship areas is worthwhile attempting in Australia as long as there exists genuine co-operation between industry, education and the state.

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Brydon, Kerry, John Kamasua, Catherine Flynn, Robyn Mason, Rosa Au, Dora Ayius, and Ralph Hampson. "Developing an international social work education collaboration: A partnership approach between Monash University, Australia and University of Papua New Guinea." International Social Work 57, no. 6 (September 12, 2012): 590–604. http://dx.doi.org/10.1177/0020872812444939.

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In late 2009 staff from the Department of Social Work at Monash University in Australia responded to a call for expression of interest in becoming volunteers in a program sponsored by the Australian Group of Eight Universities that sought to strengthen teaching and curriculum development activities with the University of Papua New Guinea. The presenting request was for volunteers to conduct short teaching stints in Papua New Guinea. The discussion that follows considers some of the issues, challenges and opportunities involved in forging this international collaboration in social work education.

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Tesoriero, Frank, and Abel Rajaratnam. "Partnership in education." International Social Work 44, no. 1 (January 2001): 31–41. http://dx.doi.org/10.1177/002087280104400104.

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A partnership intended to be of educational mutual benefit has been developed between the School of Social Work and Social Policy of the University of South Australia and the Rural Unit for Health and Social Affairs, Tamil Nadu, India. The challenge of developing a mutually beneficial partnership between north and south, given the inequality in wealth that exists between the two, is a critical component in an ethically based relationship, most especially when it includes a profession that espouses social justice as a central value.

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Galloway, Greta, Pat Wilkinson, and Gavin Bissell. "Empty space or sacred place? Place and belief in social work training." Journal of Practice Teaching and Learning 8, no. 3 (December 20, 2012): 28–47. http://dx.doi.org/10.1921/jpts.v8i3.380.

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This paper highlights common errors in social work students’ approaches to faith/spirituality and place whilst on field education placement. It briefly investigates the Christian conception of sacredness and space which often underpins such errors.The issue is exemplified by contrasts between Aboriginal Australian conceptions of place and spirituality and the mutually exclusive conceptions of these spaces, held by many non-Aboriginal welfare practitioners in Australia. This paper suggests some ways in which social workers, including social work students, could engage with spirituality, inclusive of geo-socio-political materiality, in their work, where appropriate, with Indigenous, migrant, refugee or colonial settler populations.The paper engages critically with literature on cultural competence in relation to issues of land, and the identity one gains from connection to land, and spirituality. This paper concludes by identifying key questions for placement students and educators seeking to respond appropriately when interfacing sacred spaces of the ‘other’.

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Oliver, Rhonda, Honglin Chen, and Stephen Moore. "Review of selected research in applied linguistics published in Australia (2008–2014)." Language Teaching 49, no. 4 (September 23, 2016): 513–48. http://dx.doi.org/10.1017/s0261444816000148.

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This article reviews the significant and diverse range of research in applied linguistics published in Australia in the period 2008–2014. Whilst acknowledging that a great deal of research by Australian scholars has been published internationally during these seven years, this review is based on books, journal articles, and conference proceedings published in Australia. Many of these sources will be unfamiliar to an international audience, and the purpose of this article is to highlight this body of research and the themes emerging from it. The journals selected in this review includeAustralian Journal of Language and Literacy, Australian Review of Applied Linguistics (ARAL), BABEL, English in Australia, English Australia, Papers in Language Testing and Assessment, Prospect: An Australian Journal of TESOL, TESOL in Context, andUniversity of Sydney Papers in TESOL. Selected refereed proceedings are from key national conferences including: ALAA (Applied Linguistics Association of Australia), ACTA (Australian Council of TESOL Association), ASFLA (Australian Systemic Functional Linguistics Association), and ALS (Australian Linguistics Society). Our review of selected applied linguistics work revolves around the following themes: the responses to the needs of government planning and policy; the complexity of Australia's multicultural, multilingual society; the concern for recognizing context and culture as key factors in language and language learning; social activism in supporting language pedagogy and literacy programmes at all levels of education; and acknowledgement of the unique place held by Indigenous languages and Aboriginal English in the national linguistic landscape.

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CHUI, WING-HONG. "OF FIELD EDUCATION IN AUSTRALIA AND HONG KONG: A SOCIAL WORK EDUCATOR'S PERSONAL REFLECTION." Hong Kong Journal of Social Work 42, no. 01n02 (January 2008): 33–49. http://dx.doi.org/10.1142/s0219246208000041.

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Fieldwork is valued as an essential element in social work education. A partnership between students, agencies and universities is essential to a practical learning experience. Although this article is primarily concerned with issues surrounding field education in just one Australian university, this paper also makes comparisons with cases in Hong Kong where appropriate. Several aspects of field education including the dynamics of power in the fieldwork relationship, roles and status of field educators, on-going training provided for field educators and ways to strengthen collaborations will be discussed. The purpose of this analysis is to look at the basic principles of good fieldwork practice. 實習是社工教育中不可或缺的一環；學生、機構和大學的合作，乃重要的學習體驗。這篇論文不但檢視了環繞澳洲實習教育的議題，還將它們與香港的情況比較。討論範圍包括幾方面：實習關係中的權力互動、實習教育者的角色及地位、為實習教育者提供的持續訓練，以及各種加強合作的方法。這個比較分析的目的是要檢視良好實習的基本原則。

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Crisp, Beth R., Sonya Stanford, and Nicole Moulding. "Educating Social Workers in the Midst of COVID-19: The Value of a Principles-led Approach to Designing Educational Experiences during the Pandemic." British Journal of Social Work 51, no. 5 (July 1, 2021): 1839–57. http://dx.doi.org/10.1093/bjsw/bcab108.

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Abstract Social work education in Australia in the midst of Corona Virus Disease 2019 (COVID-19) would not have been possible under our pre-pandemic accreditation standards due to assumptions about best practice in higher education that were not possible to enact during the pandemic. Rather than immediately arguing for a new set of standards, as Heads of Social Work programmes the authors of this paper promoted a principles-led approach to inform ‘the right’ way—in an ethical sense—of ensuring social work education could continue in Australia during the pandemic. This meant conceptualising the challenges of delivering social work education in a pandemic as being not only practical but also ethical in their nature. Using examples of how this approach guided the design of adaptive online teaching and field education placements at our universities, we consider the future possibilities for ethical and rules-based governance approaches to social work education. How students learn is changing and what they are learning will help them respond to the immediate and future needs arising from the pandemic. As such, rather than having their education compromised by COVID-19, social work students at the time of the pandemic and into the future may in fact benefit from the changes that have emerged during this period.

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Green, Belinda A. "Drowning In Neoliberal Lies: State Responses Towards People Seeking Asylum." British Journal of Social Work 50, no. 3 (June 10, 2019): 908–25. http://dx.doi.org/10.1093/bjsw/bcz070.

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Abstract This article argues that further enhancement of critical social work education and practice is needed to counter politicised and restrictive policies towards people seeking asylum in advanced globalised market economies. This means social workers giving more emphasis and prominence to the role of neoliberalism rather than solely focusing on the adverse moral and mental health impacts of state responses. Drawing on current debates and practices within critical social work and seven years’ experience in the Australian refugee sector, this article will demonstrate the punitive and deterrent configurations adopted by states like Australia to respond to people seeking asylum. The article then highlights the importance of social workers critically analysing historicised discourses which normalise such people as ‘dangerous’, ‘illegitimate’, ‘othered’ and a ‘burden’. Further interrogation of the social and cultural logic(s) of neoliberalism which serve to justify the former discourses will also be included. Finally, reflections on a range of strategies and solutions will be presented for critical social work educators and practitioners to resist and subvert neoliberalism and to secure better outcomes for people seeking asylum in Australia and elsewhere.

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Beddoe, Elizabeth, Trish Hayes, and Jessica Steele. "‘Social justice for all!’ The relative silence of social work in abortion rights advocacy." Critical and Radical Social Work 8, no. 1 (March 1, 2020): 7–24. http://dx.doi.org/10.1332/204986019x15717380615737.

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Social work has been largely silent on matters of reproductive rights, particularly in relation to abortion. This may partially be explained by abortion being secured as a part of health care in many countries. However, elsewhere, abortion remains in criminal codes with service access controlled via medico-legal barriers. We make a case for the increased visibility of reproductive justice within education and professional activity, employing case studies from Australia, the Republic of Ireland and New Zealand to illustrate recent social work advocacy on abortion rights. Social work abortion activists report two themes: professional bodies have varied their approach to advocacy for abortion rights due to political sensitivities; and social work involvement in campaigns has reflected individual and grass-roots advocacy. Improved education about reproductive justice for social workers, alongside greater collective professional advocacy, are needed to contribute to campaigns together with women’s and human rights groups, as well as public health champions.

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Mitchell, Tony. "Doppio: a Trilingual Touring Theatre for Australia." New Theatre Quarterly 8, no. 29 (February 1992): 70–75. http://dx.doi.org/10.1017/s0266464x00006333.

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Doppio is a theatre company which uses three languages – English, Italian, and a synthetic migrant dialect it calls ‘Emigrante’ – to explore the conditions of the large community of Italian migrants in Australia. It works, too, in three different kinds of theatrical territory, all with an increasingly feminist slant – those of multicultural theatrein-education; of community theatre based in the Italian clubs of South Australia; and of documentary theatre, exploring the roots and the past of a previously marginalized social group. The company's work was seen in 1990 at the Leeds Festival of Youth Theatre, but its appeal is fast increasing beyond the confines of specialisms, ethnic or theatric, and being recognized in the ‘mainstream’ of Australian theatrical activity. Tony Mitchell – a regular contributor to NTQ, notably on the work of Dario Fo – who presently teaches in the Department of Theatre Studies in the University of Technology in Sydney, here provides an analytical introduction to the company's work, and follows this with an interview with one of its directors and co-founders, Teresa Crea.

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Harris, Celeste, and Jennifer Boddy. "The Natural Environment in Social Work Education: A Content Analysis of Australian Social Work Courses." Australian Social Work 70, no. 3 (January 8, 2017): 337–49. http://dx.doi.org/10.1080/0312407x.2016.1263352.

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White, Simone, Graeme Lock, Wendy Hastings, Maxine Cooper, Jo-Anne Reid, and Bill Green. "Investing in Sustainable and Resilient Rural Social Space: Lessons for Teacher Education." Australian and International Journal of Rural Education 31, no. 2 (July 24, 2021): 46–55. http://dx.doi.org/10.47381/aijre.v31i2.310.

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Attracting and retaining effective education leaders and teaching staff for regional, rural and remote schools in Australia is a major sustainability and quality issue facing every State and Territory. It is also a major concern in pre-service teacher education, particularly for those universities which have a commitment to rural and regional areas. There is a strategic link between teacher education and the sustainability of rural communities with earlier suggestions (White & Reid, 2008, p. 1) highlighting that â€•healthy rural communities may be supported via reform of the ways in which teacher education prepares graduates for teaching in rural schools. Likewise, the proposition is made in this paper that the relationship is importantly reciprocal and that, in turn, healthy rural communities and â€œsuccessful rural schoolsâ€ can inform and help reform teacher education and professional learning through the insights gathered into the ways in which rural education leaders and teaching staff work closely with their school communities. In this paper we draw specifically from the research findings of a three-year Australian Research Council funded project (2008-2010) of schools and communities where sustainable practices around staff recruitment and retention were identified to explore this reciprocal relationship. The paper will firstly discuss the context of the study, its method and conceptual framework, and then focus in particular on the emerging themes from the twenty case-studies across Australia. Themes discussed include the important linking between rural school leadership and community renewal; the possibilities of developing school-university partnerships to sustain the rural workforce; and the need for social and creative enterprise to be acknowledged as important work of rural teachers and leaders. The paper concludes with the implications of these themes in terms of better preparing a future rural teacher workforce.

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Rice, Angie H. "Crossing Boundaries: Comparing Group Work in the United States and Australia." Social Work With Groups 22, no. 2-3 (May 19, 2000): 159–78. http://dx.doi.org/10.1300/j009v22n02_10.

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Bills, Andrew, and Nigel Howard. "Social inclusion education policy in South Australia: What can we learn?" Australian Journal of Education 61, no. 1 (February 3, 2017): 54–74. http://dx.doi.org/10.1177/0004944116689165.

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In this article, we interrogate the policy assumptions underlying a significant South Australian public education re-engagement initiative called Flexible Learning Options, formulated within South Australia’s social inclusion policy agenda, beginning in 2006. To this end, we applied Baachi’s ‘What’s the Problem Represented to be?’ policy analysis framework to a historical range of departmental Flexible Learning Options policy documents and evaluations to uncover how Flexible Learning Options (1) understands the problem of early school leaving, (2) defines the notion of being an ‘at risk’ young person and (3) interprets and enacts the intervention process for young people identified as ‘at risk’ of early school leaving. Our policy analysis indicates re-engagement in learning – as measured by improved retention – to be the key Flexible Learning Options policy driver, with schools ‘silently’ positioned as a significant part of the retention in learning problem. The Flexible Learning Options engagement in learning intervention directed at ‘high-risk’ students’ works to remove them from schools into places where personalised support and an alternative curriculum are made available. ‘Lower risk’ students are given a combination of in-school and off-school learning options. Our What’s the Problem Represented to be? analysis also reveals that (1) the notion of ‘risk’ is embodied within the young person and is presented as the predominant cause of early school leaving; (2) how the educational marketplace could work to promote Flexible Learning Options enrolment growth has not been considered; (3) schools are sidelined as first choice engagement options for ‘high-risk’ young people, (4) secondary school redesign and family intervention as alternative reengagement strategies have largely been ignored and (5) through withdrawal from conventional schooling, the access of many Flexible Learning Options to students to an expansive curriculum delivered by teachers within well-resourced school learning architectures has been constrained.

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McMahon, Samantha. "Literature Review: What can we learn from the Childcare and Early Education Literature?" Children Australia 40, no. 1 (March 2015): 87–90. http://dx.doi.org/10.1017/cha.2014.48.

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Samantha McMahon is a final year Social Work student who has completed her studies at Deakin University and had the unusual final fieldwork experience of being in the office of the Federal Member for Bendigo, Lisa Chesters MP, where she was able to observe political processes at work, visit Canberra and conduct a research study to inform the Australian Labor Party's interest in early childhood care and education. Lisa Chesters MP is the co-chair of the Parliamentary Friendship of Early Childhood and the secretary of the ALP Social Policy Caucus committee. The following is a review of the literature based on the research Samantha conducted. This demonstrates that we have quite a long way to go in Australia if we are to gain the benefits other countries have had from their early childhood service system.

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Baglow, Len, and Susan Gair. "Australian social work students: Balancing tertiary studies, paid work and poverty." Journal of Social Work 19, no. 2 (February 28, 2018): 276–95. http://dx.doi.org/10.1177/1468017318760776.

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Summary It is commonly understood that enrolment in higher education means inevitable financial strain. In an online national survey in 2015, a sample of 2320 current students from 29 Australian social work programs reported on their experiences of juggling life, study and work. Findings This article details preliminary findings regarding the impact of low levels of income on the lives and study success of an Australian student cohort, and offers a considered comparison to relevant available data. Students in this study reported regularly going without necessities, and identified that a lack of finances and long hours in employment were adversely affecting their study experience. These problems became acute during compulsory field placements. Applications The purpose of this study was to illuminate social work students’ complex study realities in order to inform future education, policy and practice. The findings identify that for these students adverse outcomes including poverty and disruption to studies may be increasingly difficult to avoid. This situation may not be confined to this cohort or the Australian experience. There appears to be an urgent need for national bodies, universities and students to join together in advocating for increased support for tertiary social work students.

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Wang, Donna S., Scott Smith, and Chris R. Locke. "Social Distancing of Depressive and Panic Disorders in an International Sample of Social Work Students." Advances in Social Work 15, no. 2 (June 30, 2014): 480–94. http://dx.doi.org/10.18060/16477.

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: Using an international sample, this study examined what variables were associated with social distancing among social work students. A total of 1,042 students from seven universities in the United States, United Kingdom, and Australia participated in a cross-sectional paper and pencil survey that applied the Social Distancing Scale to case vignettes describing an individual with panic disorder or major depressive disorder. The results show that levels of social distancing were related to age, knowing someone with a mental illness, type of disorder, level of conservatism, race, country, professional interest in mental health, level of student, and sex. Overall, 16.8% of the variance was accounted for with these significant variables. Implications for social work education and future research are discussed.

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Kostina, Ludmyla. "Teacher Professional Development Strategies in Australian Government and Professional Associations Documents." Comparative Professional Pedagogy 5, no. 1 (March 1, 2015): 120–26. http://dx.doi.org/10.1515/rpp-2015-0031.

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Abstract Teacher in Australia is determined as an active participant of professional community with high level of collaboration, professional development coherent activities and collaborative learning practice. Thus, teacher quality is one of critical factors affecting student outcomes. The article touches upon the issue of the potential to improve secondary school teacher professional expertise in Australia. These are initiatives approved by Australian specific organizations at government and non-government levels. The author describes the goals and directions of secondary school teacher government support and government strong requirements for teacher professional learning. The article also considers the role of Australian professional education organizations in teacher professional growth. The analysis of the goals is carried out by means of government and professional education organizations documents. The author reports that social context of secondary school teacher professional development in Australia is provided through government education institutions. In support of this fact there is a range of government projects, programmes and documents approved at international and national levels and aimed to encourage lifelong quality teacher development. Furthermore, teacher professional development support is also organized by various Australian professional associations that work collaboratively. Moreover, these associations are not only focused on teacher professional development national standards, requirements and forms but global trends in professional learning and performance.

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Bay, Uschi. "Unpacking neo-liberal technologies of government in Australian higher education social work departments." Journal of Social Work 11, no. 2 (April 2011): 222–36. http://dx.doi.org/10.1177/1468017310386696.

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• Summary: This article analyses how neo-liberal and managerialist policies, over the last two decades in Australia, have positioned university staff as self-managing individuals. Social work academics are positioned as ‘free agents . . .empowered to act on their own behalf while ‘‘steered from a distance’’ by ‘‘policy norms and rules of the game’’ (Marginson, 1997, p. 63, italics added). Using governmentality theories as developed by Bacchi (2009), Burchell, Gordon, and Miller (1991), Dean (1996, 1999a, 1999b), Foucault (1983, 1986, 1988, 1990, 1991), Hindess (1997, 2003), Miller (1992), Barry, Osborne, and Rose (1996) and Rose (1999) and an analysis of how staff are positioned in higher education settings is explored. • Findings: This article identifies the ways neo-liberal policy and managerialism operates to enable power relations that both individualize and totalize academic staff, including social work academics. Efforts to transform power relations require an understanding of how particular situations are problematized and the identification of the governmental technologies employed to constitute the political identities of social work academics. • Applications: Identifying how neo-liberal technologies of government affect social work academics could stimulate a renewed struggle for change and reinvigorate political action in social work university departments and social work settings more broadly.

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Holosko, Michael J. "Inclusion of Gerontology Content in Undergraduate Social Work Curricula in Australia and New Zealand." Gerontology & Geriatrics Education 15, no. 4 (August 2, 1995): 5–19. http://dx.doi.org/10.1300/j021v15n04_02.

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Bryant, Lia, Bridget Garnham, Deirdre Tedmanson, and Sophie Diamandi. "Tele-social work and mental health in rural and remote communities in Australia." International Social Work 61, no. 1 (November 27, 2015): 143–55. http://dx.doi.org/10.1177/0020872815606794.

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Rural and remote communities often have complex and diverse mental health needs and inadequate mental health services and infrastructure. Information and communication technologies (ICTs) provide an array of potentially innovative and cost-effective means for connecting rural and remote communities to specialist mental health practitioners, services, and supports, irrespective of physical location. However, despite this potential, a review of Australian and international literature reveals that ICT has not attained widespread uptake into social work practice or implementation in rural communities. This article reviews the social work literature on ICT, draws on research on tele-psychology and tele-education, and provides suggestions on how to enhance engagement with ICT by social workers to implement and provide mental health services and supports tailored to community values, needs, and preferences that are commensurate with the values of the social work profession.

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Hayhoe, Scheryl, and Maureen Dollard. "Information and computer technology use in Australian social work education." Australian Social Work 53, no. 3 (September 2000): 21–28. http://dx.doi.org/10.1080/03124070008414312.

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Pockett, Rosalie. "Interprofessional Education for Practice: Some Implications for Australian Social Work." Australian Social Work 63, no. 2 (May 27, 2010): 207–22. http://dx.doi.org/10.1080/03124070903060059.

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Zufferey, Carole, Christine Gibson, and Fiona Buchanan. "Collaborating to Focus on Children in Australian Social Work Education." Social Work Education 34, no. 1 (July 31, 2014): 32–45. http://dx.doi.org/10.1080/02615479.2014.940889.

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Taylor, Sandra, Jo Mensinga, Jennifer Casey, and Barbie Caldwell. "Implementing and evaluating an alternative model for training field work educators." Journal of Practice Teaching and Learning 8, no. 1 (December 20, 2012): 51–73. http://dx.doi.org/10.1921/jpts.v8i1.363.

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In conjunction with academic social work educators, fieldwork supervisors are significant and influential instructors of emerging social work practitioners. This partnership is typically enhanced by universities offering training for fieldwork supervisors to assist and support them in their important roles. This can be challenging however in flexibly delivered programs where supervisors may be located in areas distant from the universities with which students are affiliated. Further, within the current human services context particularly in rural areas, fieldwork education is becoming increasingly subject to a range of organisational and policy imperatives that have the potential to limit the capacity of fieldwork supervisors to proactively engage with social work education This paper describes a pilot project developed and evaluated in Central Queensland Australia which aimed to address some of these challenges. A multi-facetted approach to training, mentoring and supporting fieldwork supervisors of social work students on practicum was developed and implemented across diverse organisational and geographical contexts. Findings of the evaluation and implications for fieldwork education are presented.

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Michell, Dee, Liz Beddoe, Heather Fraser, and Michele Jarldorn. "Solidarity and support:feminist memory work focus groups with working-class women studying social science degrees in Australia." International Journal of Qualitative Studies in Education 30, no. 2 (October 18, 2016): 175–89. http://dx.doi.org/10.1080/09518398.2016.1242804.

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Zuchowski, Ines Sofia, Narayan Gopalkrishnan, Julie King, and Abraham Francis. "Reciprocity in international student exchange: Challenges posed by neo-colonialism and the dominance of the Western voice." Aotearoa New Zealand Social Work 29, no. 1 (March 31, 2017): 77–87. http://dx.doi.org/10.11157/anzswj-vol29iss1id235.

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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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Journal articles on the topic 'Social work education Australia'

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