|
Article Excerpt
The reality that social work is a global profession is explored. Authors encourage a broadening of social work education, moving beyond the traditional conception of "internationalized" to a "globalized" social work curriculum. Practical teaching strategies for a globalized perspective are presented with selected key concepts specifically applied to social policy, community practice, human behavior in the social environment, and sustainable development. Discussion includes macro-scale ethical considerations in a neoliberal economic system.
Keywords: social work education, globalization, cultural competence, interdependence, reciprocity
**********
While there has been discussion about the true relevance of globalization to social work (Powell & Geoghegan, 2005; Webb, 2003), the evidence of practice world-wide and the burgeoning literature indicate that social work is now truly a global profession (Asamoah, et al., 1997; Caragata & Sanchez, 2002; Cox & Pawar, 2006; Healy, 2001, 2002; Johnson, 2004; Midgley & Hokenstad, 1997; Midgley, 1997; 2001, 2004; Nagy & Falk, 2000; Ramanathan & Link, 1999). Clearly, we are now entering a period in which our profession embraces both international practice and also a more complex global understanding of social problems and solutions (Asamoah, et al, 1997; Cox & Pawar, 2006; Healy, 2001; Midgley, 2001; Ramanathan & Link, 1999).
In this paper we expand upon the idea of an internationalized curriculum (Estes, 1992; Healy, 2002; Johnson, 2004) employing a global and holistic conception that fully embraces the complexities of the transactional nature of social work and its ecological perspective (Hutchinson, 1999). An integrated curriculum addresses demographic, cultural, social, political, economic, environmental and psychological causes and consequences of globalization (Midgley, 2001, 2004) attends to the consequent ethical responsibilities (Rotabi, Gammonley, & Gamble, 2006; Link, 1999; Singer, 2004) and the necessity of inter-cultural competence (Rotabi, et al., 2006) to promote social justice and human rights (Cox & Pawar, 2006; Finn & Jacobson, 2003; Reichert, 2003).
From International to Global
There are different definitions of international social work and some usages of the term have been restrictive to practice (Midgley, 2001), or used to "denote the exchanges that take place between social workers" (Midgley, 1990, p. 295). Also, social work scholars have used the term in a comparative model and policy approach (Healy, 1995; Kahn & Kamerman, 1978; Mayadas, Watts, & Elliot, 1997) or international profile presentation focusing on the roles of social workers in other countries (Hokenstad, Khinduka & Midgley, 1992). However, more broadly, Healy defines the outcomes of "internationalization" as being "(1) improved social work practice; (2) more humane and socially oriented public policies at the national and global levels; and (3) enhanced status for the profession of social work through its increased visibility" (Healy, 2002, p. 4).
While Healy consistently integrates a broad global perspective in her international social work discussion, we suggest adding a fourth more explicit outcome: an increased understanding of the complexities and human costs and benefits of a globalized and interdependent world with rapidly changing social, technological, and economic systems. We present this fourth outcome as a way of moving beyond more traditional conceptions of international social work towards a globalized social work perspective (Asamoah, et al., 1997; Polack, 2004; Ramanathan & Link, 1999) which captures the nuances of multiple and interacting world systems. This approach is consistent with Singer's view that "the term "globalization" rather than the older "internationalization" moves us past the era of growing ties between nations towards something beyond the existing conception of the nation-state" (Singer, 2002, p.8). It moves us to a fuller understanding of the effects of social, economic and environmental policies in one part of the world have on people in many other places (Gammonley, Rotabi, & Gamble, in press).
Asamoah, Healy, and Mayadas (1997) point out that the term global is also often used interchangeably with international, however global is broader as it "refers to a mode of thinking about the planet as a whole and the interactive effects of social phenomena, linking domestic and international concerns in a seamless web" (Asamoah, et al., 1997, p. 389).
There are multiple usages of the term globalization (Lyons, 2006; Midgley, 2001, 2004), many of which explore the positive and more frequently the negative aspects of the phenomena (Midgley, 1997, 2004; Wormer, 2005). Our discussion relies upon the International Federation of Social Workers (IFSW) definition that honors a "seamless web" of world systems. Incorporating culture and shared place, the IFSW summarized globalization holistically with a strong connection to people and cultures and highlighted the intersection of the profession and globalization (2004):
Globalization is the process by which all peoples and communities come to experience an increasingly common economic, social and cultural environment. By definition, the process affects everybody throughout the world. A more integrated world community brings both benefits and problem for all; it affects the balance of economic, political and cultural power between nations, communities and individuals and it can both enhance and limit freedoms and human rights. Social workers, by the nature of their work, tend to meet those who are more likely to have suffered the damaging consequences of some aspects of globalization (IFSW, 2004).
Key Globalization Concepts for the Curriculum
For this discussion, it is impossible to explore all the concepts of globalization offered by economists, international development scholars, sociologists, social workers, and others. We present a set of core concepts relevant to the social work curriculum. These concepts and their brief definitions are found in Table I.
Our following curriculum discussion builds upon these concepts and presents recommended content and practical teaching strategies to integrate globalization issues into courses in social policy, community practice, human behavior in the social environment, and sustainable development. Ethical issues related to globalization are also explored, incorporating the concepts of human rights and social justice into considerations of human oppression and freedom (Gil, 1999).
Social Policy
Kahn and Kamerman (2000) remind us that social policy has never been purely national in nature. Comparative international social policy has a well-established history (Kahn & Kamerman, 1978, 2000; Midgley, 1997) in the field of social work with multiple methodologies (Chatterjee & Sinclair, 2000; Estes, 2004). In advanced social policy courses, students can be assigned comparative social policy activities using indicators such as the Human Development Index (Chatterjee & Sinclair, 2000; Estes, 2004; UNDP, 2005), to encourage global thinking and critical analysis (Rotabi, Weil, & Gamble, 2004).
Rotabi, Weil, & Gamble (2004) present a course assignment in which students focus on...
|
