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ABSTRACT
Increasing globalisation, reorganisation of the Scandinavian welfare regimes and the awareness of increasing global roots of local social problems necessitated change in the curriculum of social work in three Scandinavian schools of social work in Denmark, Norway and Sweden. Recent global transformations, increasing global inequalities, increasing forced migration and the emergence of glocal social problems make the traditional education and methods of social work ineffective and in some cases harmful for people in need of social work intervention. This article examines the need to provide critical, global and multilevel perspectives in social work education in order to prepare social work students for the increasing social problems with global roots. The article, which is based on cross-national collaborations in social work education between three Scandinavian countries, addresses global and critical components in theoretical courses, professional training and field practice in the social work education of the countries in question. It is argued that social work education should move beyond the old division of classical and international/intercultural toward including global and critical perspectives in an integrative manner in all programs.
ABSTRAKT
Globalisering, reorganisering av de skandinaviske velferdsstater og økt oppmerksomhet om sosiale problem med globale røtter, nødvendiggjorde endringer i studieplanene ved tre skandinaviske sosialarbeideutdanninger i Danmark, Norge og Sverige. Globale endringer med økende global ulikhet, tvungen migrasjon og framveksten av glokale sosiale problem gjør tradisjonelle metoder og utdanningstilbud i sosialt arbeid ineffektive og i noen tilfeller skadelige for mennesker med behov for sosiale tjenester. Denne artikkelen utforsker nødvendigheten av å forsterke globale, kritiske og fler nivå—perspektiver i utdanningene for å forberede studentene på å møte sosiale problem med globale røtter. Artikkelen som er basert på et samarbeid mellom sosialarbeiderutdanningene i tre skandinaviske land, reiser spørsmål om nødvendigheten av globale og kritiske komponenter i teoretiske emner, i ferdighetstrening og i praksis i sosialarbeiderutdanningene i landene det er snakk om. Det argumenteres for at sosialarbeiderutdanninger bør overskride den gamle oppdelingen mellom en klassisk og en Interkulturell/internasjonal utdanning, og inkludere globale og kritiske perspektiver på en integrerende måte i alle sosialarbeiderutdanningene.
ABSTRAKT
Globalisering, omorganiseringen av de skandinaviska välfärdsstaterna och en ökad medvetenhet kring sociala problem med globala rötter, nödvändiggjorde revideringar i utbildnings- och kursplaner vid tre socialarbetarutbildningar i Danmark, Norge och Sverige. Globala transformationer med ökade globala ojämlikheter, ofrivillig migration och framväxten av glokala sociala problem gör det sociala arbetets traditionella utbildning och metoder ineffektiv och i några fall även skadlig för människor i behov av det sociala arbetets stöd och insatser. Denna artikel utforskar nödvändigheten av att förstärka globala och kritiska och flernivå-perspektiv i det sociala arbetets utbildning för att förbereda socionomstuderande på att möta sociala problem med globala rötter. Artikeln som är baserad på ett samarbete mellan socialarbetarutbildningar i tre skandinaviska länder, reser frågor om nödvändigheten av globala och kritiska komponenter i teoretiska ämnen, i färdighetsträning och praktik i socialarbetarutbildningar i de aktuella länderna. Artikeln argumenterar för att socialarbetarutbildningar bör gå bortom en uppdelning mellan en ‘klassisk’ och en ‘interkulturell/internationell’ utbildning, och inkludera globala och kritiska perspektiv på ett integrerat sätt i alla socialarbetarutbildningar.
ABSTRAKT
Den stigende globalisering, reorganisering af de skandinaviske velfærdsregimer og opmærksomheden på globale rødders vækst som årsag til sociale problemer, gjorde det nødvendigt at forandre studieordningerne i tre skandinaviske skoler for socialt arbejde i Danmark, Norge og Sverige. Globale forandringer, stigende global ulighed, øget tvungen migration og væksten af globale sociale problemer gjorde den traditionelle uddannelse og metoder i socialt arbejde ineffektive og i nogle tilfælde skadelige for mennesker med behov for social støtte. Denne artikel, udforsker nødvendigheden af at tilføre uddannelse til socialt arbejde kritiske, globale og perspektiver på mange niveauer for at forberede socialrådgiverstuderende på de stigende problemer med globale rødder. Artiklen, som er baseret på nordisk samarbejde mellem undervisere i tre skandinaviske lande, og behandler globale og kritiske kompenenter i teoretiske kurser, praksis og praktik i socialrådgiveruddannelsen i de tre omtalte lande. Der argumenteres for, at socialrådgiveruddannelse bør gå videre end den gamle opdeling af klassisk og international/interkulturel mod inkludering af globale og kritiske perspektiver i alle uddannelsesretninger.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes on contributors
Aina Lian Flem is an Associate Professor in Social Work at the Department of Applied Social Science, Faculty of Health and Social Sciences, NTNU, Norwegian University of Science and Technology, Trondheim, Norway. Her research and teaching in social work concerns theoretical and practical challenges within intercultural and international social work, child rights issues, international social work, families with ethnic minority background and teaching multicultural student groups.
Jessica H. Jönsson is a Doctor of Social Work at the Department of Social Work, Mid Sweden University, Sweden. Her research area concerns social work as a globalised field facing increasing theoretical and practical challenges caused by socioeconomic, political and global transformations.
Ann Kristin Alseth is an Assistant Professor in Political Science at the Department of Applied Social Science, Faculty of Health and Social Sciences, NTNU, Norwegian University of Science and Technology, Trondheim, Norway. Her research areas concerns public policy developments in welfare states, migration and inclusion of minorities in welfare states.
Helle Strauss is a Senior lecturer at Institute of Social work Metropolitan University College, Denmark. Her teaching area is within international social work and critical reflection. She is also engaged with international internship, international exchange, and has been involved with international research on citizenship and social inclusion. She has been a member of the IASSW board for several years.
Helle Antczak is a Senior lecturer at Institute of Social work Metropolitan University College, Denmark. For many years, she has been teaching at the intercultural-international Bachelor Program of social work, and been involved with curriculum development. Her teaching area is within social work with families and children. She is also involved with research for development of communication with young adults.
Notes
1. Mid Sweden University, Östersund, Sweden from 1997, Metropolitan University College, Copenhagen, Denmark from 1999; Sør Trøndelag University College, Trondheim, Norway from 2001.
2. ‘International social work is the promotion of social work education and practice globally and locally, with the purpose of building a truly integrated international profession that reflects social work’s capacity to respond appropriately and effectively, in education and practice terms, to the various global challenges that are having a significant impact on the well-being of large sections of the world’s population. This global and local promotion of social work education and practice is based on an integrated-perspectives approach that synthesizes global, human rights, ecological and social development perspectives of international situations and responses to them’ (Cox & Pawar Citation2013).
3. Three elective modules were developed at the Danish school: international social work, social work with youth in a comparative perspective, and innovative social work. The last two are taught in English and therefore recruiting students from different European countries.
4. This project has received financial grants from NASSW (Nordic Association of Schools of Social Work).
5. The Nordmod country studies are comparing not only the three Scandinavian countries, but also Finland and Island, that is the five Nordic countries (Dølvik et al., Citation2014).