Relevant bibliographies by topics / Social work pedagogy

Academic literature on the topic 'Social work pedagogy'

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Published: 5 May 2023

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Journal articles on the topic "Social work pedagogy"

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Csók, Cintia. "Social pedagogy and social work." Hungarian Educational Research Journal 12, no. 1 (March 24, 2022): 124–29. http://dx.doi.org/10.1556/063.2021.00076.

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Úcar, Xavier. "Social pedagogy and social work." European Journal of Social Work 23, no. 5 (February 5, 2020): 900–902. http://dx.doi.org/10.1080/13691457.2020.1722443.

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Coholic, Diana. "Spirituality in Social Work Pedagogy." Journal of Teaching in Social Work 26, no. 3-4 (November 7, 2006): 197–217. http://dx.doi.org/10.1300/j067v26n03_13.

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Asakura, Kenta, Sarah Todd, Brooke Eagle, and Brenda Morris. "Strengthening the Signature Pedagogy of Social Work: Conceptualizing Field Coordination as a Negotiated Social Work Pedagogy." Journal of Teaching in Social Work 38, no. 2 (February 20, 2018): 151–65. http://dx.doi.org/10.1080/08841233.2018.1436635.

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Kraus, Blahoslav, and Stanislava Hoferková. "The Relationship of Social Pedagogy and Social Work." Sociální pedagogika / Social Education 4, no. 1 (November 15, 2016): 57–71. http://dx.doi.org/10.7441/soced.2016.04.01.04.

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Kemp, Robyn. "Treasuring the Social in Social Pedagogy." Children Australia 40, no. 4 (December 2015): 348–50. http://dx.doi.org/10.1017/cha.2015.49.

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Robyn is a UK-qualified social worker who has a deeply held passion for, and some 30 years of experience working with disenfranchised and/or vulnerable people and children and young people in care. She has a strong interest in social pedagogy and residential childcare both operationally and strategically. Since 1995, she has been in a variety of management positions and has developed and delivered training, conferences, workshops and consultancy on children's social work and social care for the statutory, voluntary and independent sectors. Her work has aimed at improving both the experiences and outcomes for children and young people in or on the edge of care and raising the profile of those affected by, and working within, the social work and social care sectors.
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Earls Larrison, Tara, and Wynne S. Korr. "Does Social Work Have a Signature Pedagogy?" Journal of Social Work Education 49, no. 2 (March 4, 2013): 194–206. http://dx.doi.org/10.1080/10437797.2013.768102.

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Nicotera, Anthony. "Social Justice and Social Work, A Fierce Urgency: Recommendations for Social Work Social Justice Pedagogy." Journal of Social Work Education 55, no. 3 (May 31, 2019): 460–75. http://dx.doi.org/10.1080/10437797.2019.1600443.

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Mátel, Andrej, and Andrea Preissová Krejčí. "Convergent and Divergent Aspects of Social Work and Social Pedagogy." Sociální pedagogika / Social Education 4, no. 1 (November 15, 2016): 72–86. http://dx.doi.org/10.7441/soced.2016.04.01.05.

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Hämäläinen, Juha. "Social pedagogy as a meta-theory of social work education." International Social Work 32, no. 2 (April 1989): 117–28. http://dx.doi.org/10.1177/002087288903200206.

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Dissertations / Theses on the topic "Social work pedagogy"

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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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Nikoci, Shukrije, and Katarina Cvitic. "Att skapa trygghet för barn i krissituationer : En kvalitativ studie som undersöker pedagogers berättelser om barns trygghet i förskolan under coronapandemin." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-45128.

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Kunskapsområdet för det här examensarbetet är barns trygghet i förskolan under coronapandemin. Syftet med studien är att med en hermeneutisk ansats förstå hur pedagoger, genom deras egna beskrivningar, hanterar barns trygghet i förskolan under de specifika förhållanden som råder i en krissituation. Eftersom coronapandemin är en pågående krissituation utgör det utgångspunkt i studien, men studiens resultat ska kunna tillämpas i andra krissituationer. Frågeställningarna som ligger till grund för studien är Vilka strategier berättar pedagogerna att de använder för att skapa trygghet för barnen under coronapandemin? och Varför behöver barn känna sig trygga i en krissituation på förskolan? Empirin har samlats in genom intervjuer med sex pedagoger runt om i Sverige och analyserats utifrån hermeneutiken som vetenskapsteori med hjälp av begrepp från anknytningsteorin som teoretiskt ramverk. Resultatet presenteras i följande teman: Coronapandemins påverkan på vardagen i förskolan, Pedagogernas arbete med barns trygghet i coronapandemin, Förändringar i förskolan som påverkar barns trygghet under coronapandemin, Otrygga pedagoger.  Studiens resultat visar på att pedagogerna har känt sig otillräckliga. Pedagogerna berättade att det endast har försökt överleva dagarna eftersom många ordinarie pedagoger varit sjuka. En ostrukturerad verksamhet bidrar till att barns trygghet påverkas negativt. Barn saknar sin trygga bas vilket bidrar till att de är otrygga i förskolans verksamhet. Studiens slutsats är att med hjälp av olika strategier som vi lyfter kan pedagogerna skapa bättre förutsättningar för barns trygghet i förskolan under en pandemi.
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Greveby, Tor, and Doorn Joel van. "”Inte bara det rumsliga” : Arbetet med inkludering och exkludering för högstadieelever med NPF-diagnoser." Thesis, Linnéuniversitetet, Institutionen för pedagogik och lärande (PEL), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-103567.

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Studiens syfte var att få en fördjupad förståelse för hur elevhälsoteam beskriver sitt arbete med inkludering, relationsbyggande och samarbete samt stöttning av elever med NPF-diagnos. Den metodologiska utgångspunkten i studien var en kvalitativ metod med semi-strukturerade intervjuer samt en hermeneutiskt ansats. Det insamlade materialet i studien har analyserats utifrån Talcott Parsons sociologiska systemteori och ett relationellt pedagogiskt perspektiv. Resultatet visade att inkludering är något som alla elevhälsoteam ansågs som väldigt viktigt. Inkludering visade sig inte bara vara en metod utan ett perspektiv och ett förhållningssätt. Vidare visade resultatet att elevhälsoteamen arbetade på flera sätt för att skapa trygga och tillitsfulla relationer. Elevhälsoteamen samarbetade med eleven, vårdnadshavare, barn och ungdomspsykiatrin  och habiliteringen. Elevhälsoteamen samarbetade även med socialpedagoger vars uppgift var att fånga upp elever i skolan, skapa trygghet och främja elevernas välmående. Det framkom också att samarbete är en viktigt punkt för att kunna främja elevens lärande och utveckling på bästa sätt.
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Barchow, Winberg Martin. "Fiction and revolutions Thematic work – an including and engaging pedagogy situation." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33121.

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Syftet med det här utvecklingsarbetet är att ge ett förslag på hur man som lärare kan engagera och motivera fler elever till att sträva efter att nå målen i ämnena svenska och historia på högstadiet. Utifrån tidigare forskning, olika teoretiker, läroplanen för grundskola 2011 och de nya kursplanerna för svenska och historia utformas ett utvecklingsarbete som utgår från ett tematiskt arbetssätt där skönlitteratur har en central roll i temat och där läromedel ersätts med olika varierade moment som film, museum besök, gästföreläsare etc. Temat kallas revolutionernas tidevarv och behandlar 1700-1800 talet med fokus på Franska revolutionen, ideologier och de samhällströmningar som följer av detta. Eleverna jobbar både i grupp och med tre stycken individuella uppgifter. Temaarbetet sträcker sig över sex veckor och totalt 30 timmar. De frågeställningar som legat till grund för uppsatsen är: Hur kan man jobba didaktiskt för att få fler elever intresserade, engagerade och få dem att känna sig inkluderade för att sträva efter att nå målen? Hur kan man som lärare jobba pedagogiskt för att få mer tid tillsammans med sina elever? Hur kan man utifrån olika lärandeteorier skapa ett större sammanhang och ge en ökad motivation för eleverna i sin undervisning?
The purpose of this work of development is to provide a proposal on how teachers can engage and motivate more students to strive to achieve the goals in Swedish and history in high school. Based on previous research, various theorists, the curriculum of primary education in 2011 and the new curriculum for Swedish history and form a development that is based on a thematic approach in which literature is central to the theme and where teaching materials are replaced with various diverse elements that movie, museum visits, guest speakers, etc. The theme is called revolutions of the era and deals with 1700 - 1800 with a focus on French Revolution, ideologies and the social currents that result from it. Students work in groups and with three individual tasks. Theme work spans six weeks and a total of 30 hours. The issues were the subject of the essay is: How can you work educationally to get more students interested, engaged and make them feel included in order to seek to achieve the goals? How can we as teachers work pedagogically to have more time with their students? How can one based on different learning theories to create a larger context and give a greater motivation for students in their teaching?
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Berlemo, Beatrice, and Fanny Gustavsson. "Hemlöshetens olika ansikten : En kvalitativ studie om professionellas upplevelser av hemlöshet." Thesis, Linnéuniversitetet, Institutionen för pedagogik och lärande (PEL), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-73777.

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Arbetet syftar till att belysa hur personal beskriver olika gruppers problematik i hemlöshet samt hur problematiken påverkar de professionellas förmåga att hjälpa dem ur hemlösheten. Den metodologiska utgångspunkten som har använts är en hermeneutisk och kvalitativ ansats med semistrukturerade intervjuer. Fem verksamheter som arbetar med hemlösa personer på olika sätt i två olika städer i Sverige har besökts, där sju respondenter har medverkat. Resultatet har analyserats med stöd av analysmetoden meningskoncentrering. Teorin som har använts i detta arbete är social exkludering då hemlösa personer ofta har blivit exkluderade från viktiga områden i samhället, vilka är grundläggande för att kunna ha en skälig levnadsstandard. I resultatet framkommer det att de professionella möter flera olika grupper av hemlösa i sina arbeten, där grupperna har olika former av problematik vilka ses som olika svåra att bemöta. Det beskrivs även att det är svårt för de som lever i hemlöshet att komma tillbaka till den ordinarie bostadsmarknaden, då det finns en brist på lägenheter med rimliga hyror i dagens Sverige.
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Karlsson, Miriam, and My Sackenreuther. "Eftervård är nyckeln till en bevarad nykterhet/drogfrihet : Professionellas syn på eftervård som en del av missbruksbehandling." Thesis, Linnéuniversitetet, Institutionen för pedagogik och lärande (PEL), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-102460.

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Syftet med denna studie var att undersöka vad professionella inom missbruksvårdens olika verksamheter hade för erfarenheter av eftervård, vilka faktorer som var viktiga för att en person skulle kunna upprätthålla nykterhet/drogfrihet och hur samarbetet med relevanta aktörer såg ut. Den metodologiska utgångspunkten i denna uppsats var en kvalitativ ansats med hermeneutisk inriktning och empirin samlades in genom sju semistrukturerade intervjuer med nio relevanta professionella. Intervjumaterialet analyserades med hjälp av Prochaska och DiClementes transteoretiska förändringsmodell som förklarar en förändrings olika stadier. Några slutsatser vi kom fram till är att eftervården är viktig för att ha en chans att kunna upprätthålla nykterhet/drogfrihet. Några viktiga faktorer för att kunna göra detta är inre motivation, hälsosam gemenskap och en meningsfull vardag. Vi har också kommit fram till att samarbeten mellan olika aktörer fungerar bra men att en förbättring är önskvärd. Detta för att ett samarbete mellan olika aktörer är viktigt för att kunna ge klienterna den bästa möjliga vård som finns.
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Erdman, Emelie, and Emelie Olsson. "Att möta utsatta barn : Berättelser från professionella inom socialtjänsten om vad som är viktigt i bemötande och samtal med barn." Thesis, Linnéuniversitetet, Institutionen för pedagogik och lärande (PEL), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-103836.

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Denna studies föreliggande syfte har varit att få en ökad förståelse för hur professionella inom socialtjänsten bemöter och samtalar med barn. Studiens metodologiska utgångspunkt har utgjorts av en kvalitativ ansats följt av ett hermeneutistiskt och fenomenologiskt synsätt. För att samla in empiri har semistrukturerade intervjuer genomförts med ett urval bestående av fem personer. Samtliga intervjupersoner har en socionomutbildning varav två tituleras som socialsekreterare och tre som familjebehandlare. För att analysera resultatet har det relationella perspektivet samt begreppet barnperspektiv tillämpats. Studiens resultat tyder på att barnsamtal skiljer sig åt beroende på syfte. Ett av studiens huvudresultat är att barnet alltid ska stå i centrum och få göra sin röst hörd. Resultaten pekar även på att professionellas bemötande kan vara avgörande när det kommer till i vilken utsträckning som barnet kommer till uttryck. I mötet med utsatta barn behöver den professionelles förhållningssätt karaktäriseras av ödmjukhet, trygghet, förståelse och öppenhet. Den professionelle behöver även möta barnet där denne befinner sig och arbeta för en samarbetsallians. För att göra samtalet mer barnanpassat, begripligt och avslappnat kan den professionelle använda sig av olika samtalstekniker och verktyg. Slutsatsen av studien tyder således på vikten av professionellas förhållningssätt i bemötandet av utsatta barn. Professionella har med andra ord ett ansvar att bemöta barn utifrån deras situation, behov och förutsättningar.
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Jannok-Nutti, Ylva. "Matematiskt tankesätt inom den samiska kulturen : utifrån samiska slöjdares och renskötares berättelser." Licentiate thesis, Luleå tekniska universitet, Pedagogik, språk och Ämnesdidaktik, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-26696.

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The purpose of this licentiate thesis is to study mathematical cultural knowledge within the sámi culture. The study describes and analyzes how sámi handicrafters and reindeer herders express their mathematical thinking, and how they express the learning of the mathematical cultural knowledge. The learning will be analyzed from the point of learning within a cultural context with focus on the mathematical knowledge, and knowledge transforming trough generations.The empirical study is collected through qualitative interviews and literature study. The results are based on 10 interviews with sámi handicrafters and reindeer herders. The Sámi handicrafters and reindeer herders were chosen by me trough personal contacts. The persons are from the communities of Kiruna, Gällivare and Jokkmokk. The choice to focus on sámi handicrafters and reindeer herders are from my experiences from an earlier study. The interviews are recorded with recorder, video or by notes. The interviews were conducted according to two strategies. There strategy one focused on the persons´ life story. The person was asked to tell about her/his life from an yearly base. The second strategy was based on a question form with guiding questions.The results are presented in seven categories, Alan Bishop's sex activities: counting, locating, measuring, designing, playing and explaining, and a category: knowledge and learning. The results and, and a category: knowledge and learning. The results show that there are several conceptions for the reindeer herds according to the approximate number of reindeer in the herd. The special reindeer are used as an aid for the counting or approximation, and as an aid for the localisation of reindeer. The numbers of marked reindeer calves are counted trough marks on a wood-stick, by parts from the ear of the marked calves', or by notes on a paper. Locating in the nature is by well-known objects in the nature, by the wind, or by the rivers. The cardinal points are after the landscape, after the rivers or lakes, and the valleys around them. The measurements and measure methods are based on the body. The learning is based on encouragement and involvement in the work. For the learning are the stories important and the explaining or instructing. It is important to develop a close relationship to for example the nature and the reindeer. It is also important to let the children feel that the adults need their help with chores. It does not matter if the children makes mistakes, but it is important to try to do the chores orderly.The results are discussed within an Ethnomathematical or Multicultural Mathematics context, from an Indigenous perspective with Decolonizing, and in connection with the Sámi education in mathematics.
Godkänd; 2007; 20070215 (biem)
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Kauza, Jacqueline Kay. "Disciplinary Writing Expectations and Pedagogical Practices of History and Social Work Instructors." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu158749521434082.

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Dravegård, Malin. "En evidensbaserad missbruksvård? : Om kunskapsanvändning och kunskapsutveckling i socialtjänstens missbruksvård." Thesis, Linnéuniversitetet, Institutionen för pedagogik och lärande (PEL), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-102145.

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Syftet för denna studie var att få ökad förståelse för hur socialarbetare inom socialtjänsten resonerar gällande val av insatser för personer med missbruksproblem med fokus på användningen av olika kunskapsformer samt hur möjligheterna till lärande och kunskapsutveckling i arbetet ser ut. Studiens metodologiska utgångspunkter var hermeneutik med fenomenologisk inspiration och kvalitativ ansats. Semistrukturerade intervjuer genomfördes med fem socialarbetare. Den teoretiska utgångpunkten för denna studie var Säljös sociokulturella teori. Resultatet visade att intervjupersonerna sammanväger olika former av kunskap för att besluta om insatser till personer med missbruk. Främst framträdde klientens perspektiv som kunskap och den professionella erfarenheten, följt av Socialstyrelsens nationella riktlinjer. Resultatet visade även att det finns brister i uppföljningssystem och tillgång till forskning som hämmar kunskapsutveckling. Resultatet presenterade lärotillfällen i samspel med andra professionella, fortbildning, bättre system för uppföljning och tillgång till forskning som möjligheter till kunskapsutveckling. Slutsatser som kan dras är att intervjupersonerna uppfyller socialtjänstens mål om en evidensbaserad praktik då de arbetar enligt riktlinjemodellen. Andra slutsatser är att verksamheter i det sociala arbetet bör få bättre tillgång till system för uppföljning av arbetet och åtkomst av forskning samt att verksamheter bör omorganisera sin ekonomi för att tillåta mer fortbildning. Verksamheter bör även aktivt arbeta med medarbetarenkäter och undersökningar kring vad socialarbetarna upplever att de behöver för att utveckla sin profession och verksamheterna, till fördel i grupp utifrån studiens teoretiska utgångspunkt. En sista slutsats är att betrakta Säljös begrepp appropriering som en del av den professionella kunskapen, en kunskap om att välja ut relevanta delar till en problemlösande helhet, som är högst betydelsefull för evidensbaserad praktik och det professionella arbetet.
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Books on the topic "Social work pedagogy"

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Balvín, Jaroslav. Andragogics, social pedagogy and social work: Pedagogic, philosophical and ethical aspects. Prague: Hnutí R=The R-Movement, 2012.

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

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Shirshov, Vladimir. The history of social work. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/989564.

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The tutorial describes the stages, forms and models of the formation and development of social work in Russia and abroad. Describes the main concepts of international legal norms, principles, trends and problems of development of social work. Reflected the ideas of outstanding teachers, psychologists and political figures that have influenced the formation and development of social work in our country and abroad. Meets the requirements of Federal state educational standards of higher education of the last generation. Designed for teachers, students studying the discipline "History of social work" the main educational programs of baccalaureate Social work, graduate students and others working in the field of social pedagogy and social work.
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Child and youth care: Critical perspectives on pedagogy, practice, and policy. Vancouver: UBC Press, 2011.

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Kincheloe, Joe L. How do we tell the workers?: The socioeconomic foundations of work and vocational education. Boulder, Colo: Westview Press, 1998.

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Performing identity/performing culture: Hip hop as text, pedagogy, and lived. New York: P. Lang, 2009.

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Reading Paulo Freire: His life and work. Albany: State University of New York Press, 1994.

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Dimitriadis, Greg. Performing identity/performing culture: Hip hop as text, pedagogy, and lived practice. New York: P. Lang, 2001.

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Kozhuhar', Galina, Nikita Kochetkov, Tat'yana Krasilo, Aleksandra Novgorodceva, Alla Pogodina, Marianna Sachkova, Tamara Schastnaya, and Lidiya Shneyder. Social psychology of education. Practicum. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1014623.

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The workshop presents classic and original author's methods that can be effectively used in project and research work, in consulting practice, in the development of academic disciplines that consider the issues of harmonization of interaction in the educational environment. Meets the requirements of the Federal state educational standards of higher education of the latest generation. For practical classroom and extracurricular activities of undergraduate students studying in the areas of "Psychology" and "Psychological and pedagogical education", as well as for teachers of psychology, pedagogy and psychological and pedagogical disciplines, graduate students and researchers of the relationship of subjects of the educational space. The workshop is addressed to undergraduate students of higher educational institutions who are preparing for professional activities related to the solution of socio-psychological problems of education, upbringing, communication in educational institutions, as well as child-parent and marital relations. Для практических аудиторных и внеаудиторных занятий студентов бакалавриата, обучающихся по направлениям «Психология» и «Психолого-педагогическое образование», а также для преподавателей психологии, педагогики и психолого-педагогических дисциплин, аспирантов и исследователей взаимоотношений субъектов образовательного пространства. Практикум адресован студентам бакалавриата высших учебных заведений, которые готовятся к профессиональной деятельности, связанной с решением социально-психологических проблем обучения, воспитания, общения в образовательных учреждениях, а также детско-родительских и супружеских отношений.
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Simone Eneida de Oliveira Costa. A prática profissional do assistente social em Manaus: Análise e perspectivas. Manaus: EDUA, Editora da Universidade do Amazonas, 1999.

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Book chapters on the topic "Social work pedagogy"

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Payne, Malcolm. "Macro practice, social development and social pedagogy." In Modern Social Work Theory, 212–42. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-40603-3_8.

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Petrie, Pat. "Social Justice and Social Pedagogy." In Socially Just, Radical Alternatives for Education and Youth Work Practice, 85–106. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137393593_5.

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Noble, Carolyn. "Critical Pedagogy and Social Work Supervision." In The Palgrave Handbook of Global Social Work Education, 821–35. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39966-5_51.

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Westoby, Peter. "‘A social work counter-pedagogy yet-to-come’." In The Routledge Handbook of Critical Pedagogies for Social Work, 153–64. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351002042-13.

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Morley, Christine, and Phillip Ablett. "Henry Giroux’s vision of critical pedagogy." In The Routledge Handbook of Critical Pedagogies for Social Work, 201–12. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351002042-17.

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King, Julie. "Pedagogy and power through a Foucauldian lens." In The Routledge Handbook of Critical Pedagogies for Social Work, 143–52. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351002042-12.

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Epstein, Sarah, Norah Hosken, and Sevi Vassos. "A Pedagogy of Our Own: Feminist Social Work in the Academy." In Rethinking Feminist Theories for Social Work Practice, 77–96. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94241-0_5.

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Royster, Brent. "Chapter 7. Engaging the Individual/Social Conflict within Creative Writing Pedagogy." In Does the Writing Workshop Still Work?, edited by Dianne Donnelly, 105–16. Bristol, Blue Ridge Summit: Multilingual Matters, 2010. http://dx.doi.org/10.21832/9781847692702-011.

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Cowden, Stephen, Nilan Yu, Wilder Robles, and Debora Mazza. "Paulo Freire’s critical pedagogy for critical consciousness and practice." In The Routledge Handbook of Critical Pedagogies for Social Work, 120–30. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351002042-10.

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Kervin, Lisa, Robyn Ewing, David Smith, Fran Waugh, and Jessica Mantei. "Identifying resonances for a reflective practice pedagogy for education and social work professions." In Reflective Practice in Education and Social Work, 26–40. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003155010-3.

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Conference papers on the topic "Social work pedagogy"

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Randall, Amanda. "Signature Pedagogy in Social Work Education: Insights From an Early Adopter." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1573541.

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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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Palipane, Kelum, and Janet McGaw. "An Interdisciplinary Architectural Pedagogy for Social Relevance." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.61.

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We live in a time of rapid geo-political change that is expected to accelerate rather than stabilise over the coming decades: More than half the world lives in urban areas, a figure expected to rise to 68% over the next 30 years. Cities are denser and more socially complex than ever before. Rural to urban internal migration continues, but a substantial driver of population transitions is a consequence of inter-national immigration, some of it forced. In fact, there are currently 65 million displaced people in the world; the largest figure in history. These increasingly complex conditions require architects to practice a new kind of critical consciousness about the socio-economic, environmental and demographic multiplicities in which they work. It’s no longer enough to concentrate on the conditions of a site defined by the lines of property ownership. Architects need to adopt a contextually relevant praxis that responds to the multiscalar effects of our changing social condition. To that end, we argue, the emerging generation of architects will need knowledge and methods – often inter-disciplinary – that enable them to read and represent these social complexities and address them through critical design responses. This paper presents a pedagogical approach for a foundational transdisciplinary design studio within a new generalist undergraduate degree in design in which this pedagogical challenge is addressed. It is a core subject in the pathway to professional a master’s degrees in architecture, landscape architecture and urban design.
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Bezhina, Viktoriya Valerievna, Olga Dmitrievna Podavets, Oksana Valerievna Gerok-Erzhanova, Madina Igazasovna Idrissova, and Olga Vasilievna Lopatina. "Motivation of Trainee Teachers for Social Work in Secondary School: Experimental Research for FL Teacher Trainees in Kazakhstan." In Proceedings of the 2019 International Conference on Pedagogy, Communication and Sociology (ICPCS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpcs-19.2019.83.

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Palleroni, Sergio. "Public Transportation Design as Grassroots Pedagogy." In AIA/ACSA Intersections Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.aia.inter.19.2.

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"In the spring of 2014, the Center for Public Interest Design (CPID) was approached by the Sacramento Area Council of Governments to begin the process of exploring how public interest design could be used to address the needs of some of Sacramento’s most disinvested and environmentally impacted neighborhoods. This collaboration began at a crucial time for California as the State was in the process of implementing the first cap and trade legislation in the US. A significant percentage of funds collected through the sale of carbon tax credits associated with this legislation are required to be invested in disadvantaged communities. This paper proposal examines the potential for design to play a role in identifying social investment opportunities to create healthier communities through the CPID’s work with students in Central California."
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Brackett, Robert. "Architecture Revisits Math & Science: Computation in a Visual Thinking Pedagogy." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335059.

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This paper makes a case for the greater integration of computational logic and principles in core undergraduate architectural design courses as visual thinking pedagogy. Math and computation present abstract problems that may seem at odds with the real-world design concepts with which students are familiar. Because architecture students are typically strong visual thinkers, abstract mathematical language can be difficult to learn, but these concepts can be used as a pedagogical interface to support visual problem-solving in the design process. Building on the work of Christopher Alexander in Notes on the Synthesis of Form and A Pattern Language, the idea of “pattern languages” can be used to develop a curriculum that relies on math and computation to connect the visual and social systems at work in the design process. Design curricula can integrate computational thinking based on vector math, geometry, calculus, matrices, set theory, visual programming, and scripting to build students’ computational literacy through visual problem-solving. George Stiny’s “shape grammars” offer an intuitive analog method for introducing students to computational thinking through elements and rules in preparation for designing with digital tools. The further we distance ourselves from the fundamental operations of mathematics and computation, the more we risk becoming obsolete in the process. Computer programs can automate modeling, analyzing, programming, reviewing, and even designing buildings. For now, that places the architect in a narrow domain of design and visual aesthetics, which will quickly be subsumed by machine algorithms deployed by software companies. These machine constructions operate at the social/cultural scale, a place suited for the critical position and service of architects. The education of an architect should therefore provide students with critical knowledge and skills that position them to define the parameters of automation and challenge the computer programmers with radical ideas, communicated in a shared language of mathematics that is both visual and abstract.
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Chung, He Len, Kayla Taylor, and Caitlin Nehila. "Preparing students for service-learning and social entrepreneurship experiences." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8171.

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A critical feature of contemporary models of civic engagement is mutually-beneficial collaboration between campus and community partners, in which all members contribute skills and experience to co-create knowledge. At any given time, multiple relationships require attention – for example, triadic relationships between students, faculty, and staff of community organizations. This model is relevant for both service-learning (SL) and social entrepreneurship (SE), as both seek to work with community partners or in the community to address challenges facing the community. To date, research involving students has focused on the impact of these learning opportunities on student development (e.g., academics, civic participation). For students to be true partners in SL and SE projects, however, we need to understand the reciprocity of these interactions, particularly how to prepare students can become collaborators in developing campus-community partnerships (i.e., participatory readiness). To promote participatory readiness among students, we argue for a competency-based framework that integrates research and recommendations from the fields of service-learning, social entrepreneurship, and educational leadership. Throughout the article, we discuss similarities and differences in SL and SE practices and draw attention to the implications of the work for community engagement and pedagogy in higher education.
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Roosipõld, Anne, Krista Loogma, Mare Kurvits, and Kristina Murtazin. "WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/15.

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In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.
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Hosseini-Eckhardt, Nushin, and Leicy Esperanza Valenzuela Retamal. "RADICAL PRESENT AND REFLEXIVE CONNECTIONS. DIDACTICAL APPROACHES TO ALIENATED SPACES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end150.

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Our starting position is the observation of disappearing public spaces and due to that an increasing alienation in social structures (the global pandemic situation having accelerated this). From two different fields of pedagogy (philosophy of education and performative arts) we aim to set up didactical approaches that give a counterbalance to those tendencies. Especially growing possibilities and challenges of digital formats lead us to a pedagogy of the “Radical Present“. On the basis of our previous theoretical research and practical work in schools and workshops we want to discuss and apply concepts and methods of “Reflexive Connections“ and „Whole-Body-Performances“ as ways of initiating experiences in pedagogical settings. Anyone who shares the interest of finding ways of connection as a joint democratic idea is welcome to participate e.g. teachers, graduate students, masters or doctoral students, researchers and others (8-12).
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Sedykh, Natalya, Ismail Baikhanov, Kyurie Idrisov, and Islam Khazhuev. "Islamic pedagogy methods in shaping the anti-terrorist consciousness among youth." In East – West: Practical Approaches to Countering Terrorism and Preventing Violent Extremism. Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcshss.mnyi5677.

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The article presents the results of a review and analytical case – a study aimed at addressing relevant objectives in connection with the need to improve the effectiveness of methods for preventive anti-terrorist work with youth. The authors refer to the Islamic pedagogy methods, which have a high practical value in promoting the spiritual and moral sphere of an individual. This is due to the fact that the purpose of knowledge in the Islamic educational system is to shape a respectable personality. Therefore, for thousands of years, teachers of Muslim educational establishments have been implementing the principle of the unity of education and training. The article discusses the traditional methods of Islamic pedagogy, promising in terms of solving urgent problems, that relate to moulding the anti-terrorist consciousness of young people, as well as innovative methods that correspond to the goals of Islamic pedagogy and have practical value in the development of preventive measures and a general system of spiritual and moral education for digital generation representatives. In this regard, characterised are some active learning methods aimed at the internalisation of moral values and the creation of models of social thinking and behaviour that exclude involvement in any destructive activities. In the end, conclusions are drawn and prospects for further applied research are outlined in order to develop mechanisms for the transmission of spiritual values in the context of global digitalisation taking into account the new generation characteristics.
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Reports on the topic "Social work pedagogy"

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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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Lavrentieva, Olena O., Lina M. Rybalko, Oleh O. Tsys, and Aleksandr D. Uchitel. Theoretical and methodical aspects of the organization of students’ independent study activities together with the use of ICT and tools. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3244.

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In the article the possibilities and classification of ICTs and tools that can be used in organizing students’ independent study activities of higher education institutions has been explored. It is determined the students’ independent study activities is individual, group, collective activity and is implemented within the process of education under the condition of no pedagogy’s direct involvement. It complies with the requirements of the curriculum and syllabus and is aimed at students’ acquisition of some social experiences in line with the learning objectives of vocational training. The analysis of the latest information and technological approaches to the organization of students’ independent study activities made it possible to determine the means of realization of the leading forms of organization for this activity (independent and research work, lectures, consultations and non-formal education), to characterize and classify the ICTs and tools that support presentation of teaching materials, electronic communication, mastering of learning material, monitoring of students’ learning and cognitive activity, such as ones that serve for the sake of development and support of automated training courses, systems of remote virtual education with elements of artificial intelligence, which implement the principle of adaptive management of learning and the organization of students’ independent study activities. The paper provides the insight into the essence of the conducted investigation on the assesses of the effectiveness of ICTs and tools in the process of organizing students’ independent study activities.
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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice. Center for Equity for English Learners, 2022. http://dx.doi.org/10.15365/ceel.publication.2022.0001.

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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice is comprised of over 350 annotations from both recent and seminal literature (released between 1984–2021) that have significant implications for research, policy, and practice for English learner (EL) linguistic, social, and academic achievement. This annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs. The authors provide a comprehensive selection of works focused on theory, research, and practice. The annotations are a result of purposeful searches of 23 topics in empirical and theoretical articles from peer-reviewed journals, books, book chapters, and reports from leading scholars in the field. Among the topics addressed relevant to EL education are broad areas such as: bilingual teacher preparation, teaching and professional development, university and district partnerships, digital learning for ELs, social emotional development, culturally sustaining pedagogy, and English Language Development (ELD) for elementary and secondary level students. The Integrated ELD (content instruction) topic is subcategorized according to specific disciplines including: English language arts, history, mathematics, science, visual & performing arts, and STEM. In order to provide additional information for readers, each annotation includes: (1) the source description (e.g., book, journal article, report), (2) type of source (e.g., empirical, guidance, theoretical), and (3) keywords.
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