Action Learning in the Indian Village as an Alternative to the Traditional Field Practicum in the Foundation Year of the MSW

Abstract

This paper captures the experiences of the faculty members of a relatively new graduate social work program situated in the largely rural state of Haryana India in reframing the foundation year practicum through community-based and engaged action learning in small villages. Located within Bhagat Phool Singh Vishwavidyalaya (BPSMV), north India's first all women public university, the mission of which is to enhance women's engagement in the greater society through post-secondary, professional and character education, the department is educating social workers for community engagement in social development and in the development of women as an empowered group in society, particularly at the village level. Over a three-year period, the faculty has successfully launched and sustained action learning as an alternative to the traditional practicum in social work education, enhanced civic engagement among students and faculty in three rural villages, and further developed community social work as a principal focus of social work education in India. The paper offers a rationale for action learning in the graduate social work curriculum, describes and documents the department's strategy of action learning, and lays out lessons learned from action learning as a central focus of pedagogy, research, and service within BPSMV Department of Social Work and the rural villages it serves.

Keywords::

• Adult Learning
• Social Work Education
• Competency
• Higher Education
• Practice Learning
• Practice Teaching
• Problem-Based Learning

Acknowledgements

The authors wish to thank the Vice Chancellor of Bhagat Phool Singh Mahila Vishwavidyalaya for her support as well as the support provided by the Fulbright Specialists Program of the Council for International Exchange of Scholars.