Contextualized social work education in Canada: Understanding educators’ perspectives
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Dominant Eurocentric social work practices and knowledges have been critiqued for perpetuating colonial perspectives, underlining social control aspects of social work, advancing individualism, ignoring a holistic understanding of issues, and overlooking collective approaches. Alternative practice examples are being documented but less attention has been paid to social work education. A phenomenological study with 15 Canadian social work educators explored their experience(s) and understanding of contextualized social work education. The accounts, collected through individual interviews and sharing circles, emphasize the participants’ politicized and de-individualized understanding of context. They also promote contextualization of social work education as responsiveness to student and community realities, privileging the local. Contextualization is presented as a means of resisting the challenges, limits and dangers of Western, colonial and neoliberal educational and professional practices. The establishment of a strong collaborative community of practice and institutional legitimization are suggested as pathways for entrenching contextualized social work education.
DescriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Social Work Education on 11 March 2021, available at: http://www.tandfonline.com/10.1080/02615479.2021.1900807.
Identifier (Other)DOI: 10.1080/02615479.2021.1900807