Maree Higgins
Biographic Data
| ID | 4421513 |
|---|---|
| NAME | Maree Higgins |
| GIVEN NAMES | Maree |
| FAMILY NAME | Higgins |
| SIGNATURE | HIGGINS M |
| AFFILIATIONS | UNSW Sydney |
| ORCID | 0000-0002-3785-0960 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 18 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
There’s nothing sacred about 500 hours’
Pressure is mounting for changes to social work field education in Australia, and internationally, as serious concerns have been raised about current practicum requirements. The Australian Association of Social Workers’ (AASW) accreditation standards mandate the completion of 1,000 h of placement. This 1,000-h model has attracted criticism because the placement experience becomes synonymous with completing hours rather than the depth and quality …
Embedding Sen and Nussbaum’s capabilities in social work field education
Social work field education is a cornerstone of professional formation, yet current models, bolstered by the implementation of the 2024 Australian Social Work Education and Accreditation Standards (ASWEAS) continue to prioritize rigid hour-based requirements over student wellbeing and agency. This article critiques competency-based approaches that reduce complex practice learning to binary measures of individual performance and argues for a shift…
Under the Microscope
Australian Students’, Educators’, and Practitioners’ Experiences of Modified Field Education Standards During the Covid-19 Pandemic
Long-standing concerns about the sustainability of social work field education requirements were exacerbated by the COVID-19 pandemic. The Australian Association of Social Workers (AASW) implemented revised Education and Accreditation Standards (ASWEAS) during the pandemic as existing standards had become unworkable. The revised ASWEAS (during 2020 and 2021) allowed greater flexibility regarding how placements could be delivered, enabling student…
Re-Envisioning Field Education in Australian Social Work to Combat Placement Poverty
In Australia, pressure is mounting from multiple stakeholders for a full review of the national social work education standards for field education as evidence grows about compulsory, unpaid placements exacerbating student poverty and the related adverse consequences for students’ learning and well-being. This article reports on the findings of an Australian nation-wide qualitative and quantitative survey that explored social work students’, educ…
Key characteristics of the refugee journey for Iraqi and Syrian family members who support their children or siblings with disability
Refugees with disability and their families are increasingly resettled in Australia but remain an under-researched group. As such, this study aimed to understand experiences of disability for humanitarian migrants who support a family member with a disability. Interviews took place with 10 family members from Iraqi and Syrian refugee backgrounds living in Australia, whose children or siblings had disability. BenEzer and Zetter’s conceptualisation…
Exploring the intersection of human rights, health, disability and refugee status
Refugees often come from countries with histories of human rights violations and can face multiple challenges in building a new life in Australia. Little is known about the specific experiences of those who also live with a disability, and how this may impact their rights to health. We present an intersectional approach to using arts-based research to bring to light the embodied experiences of these people, who live at the intersection of multipl…
To the Arabic Community Disability Is Not Normal’
In 2015, the Australian government committed to take an additional 12,000 refugees from Syria and Iraq prioritizing those considered most vulnerable including people with disability. The aim of this preliminary study was to understand, from multiple stakeholder perspectives, the experiences of settling in Australia for people with disability from Syrian and Iraqi refugee backgrounds living in Sydney. Interviews were conducted with nine family mem…
To the Arabic Community Disability Is Not Normal’
In 2015, the Australian government committed to take an additional 12,000 refugees from Syria and Iraq prioritizing those considered most vulnerable including people with disability. The aim of this preliminary study was to understand, from multiple stakeholder perspectives, the experiences of settling in Australia for people with disability from Syrian and Iraqi refugee backgrounds living in Sydney. Interviews were conducted with nine family mem…
Key characteristics of the refugee journey for Iraqi and Syrian family members who support their children or siblings with disability
Refugees with disability and their families are increasingly resettled in Australia but remain an under-researched group. As such, this study aimed to understand experiences of disability for humanitarian migrants who support a family member with a disability. Interviews took place with 10 family members from Iraqi and Syrian refugee backgrounds living in Australia, whose children or siblings had disability. BenEzer and Zetter’s conceptualisation…
Exploring the intersection of human rights, health, disability and refugee status
Refugees often come from countries with histories of human rights violations and can face multiple challenges in building a new life in Australia. Little is known about the specific experiences of those who also live with a disability, and how this may impact their rights to health. We present an intersectional approach to using arts-based research to bring to light the embodied experiences of these people, who live at the intersection of multipl…
Under the Microscope
Australian Students’, Educators’, and Practitioners’ Experiences of Modified Field Education Standards During the Covid-19 Pandemic
Long-standing concerns about the sustainability of social work field education requirements were exacerbated by the COVID-19 pandemic. The Australian Association of Social Workers (AASW) implemented revised Education and Accreditation Standards (ASWEAS) during the pandemic as existing standards had become unworkable. The revised ASWEAS (during 2020 and 2021) allowed greater flexibility regarding how placements could be delivered, enabling student…
Re-Envisioning Field Education in Australian Social Work to Combat Placement Poverty
In Australia, pressure is mounting from multiple stakeholders for a full review of the national social work education standards for field education as evidence grows about compulsory, unpaid placements exacerbating student poverty and the related adverse consequences for students’ learning and well-being. This article reports on the findings of an Australian nation-wide qualitative and quantitative survey that explored social work students’, educ…
Exploring the intersection of human rights, health, disability and refugee status
Refugees often come from countries with histories of human rights violations and can face multiple challenges in building a new life in Australia. Little is known about the specific experiences of those who also live with a disability, and how this may impact their rights to health. We present an intersectional approach to using arts-based research to bring to light the embodied experiences of these people, who live at the intersection of multipl…
To the Arabic Community Disability Is Not Normal’
In 2015, the Australian government committed to take an additional 12,000 refugees from Syria and Iraq prioritizing those considered most vulnerable including people with disability. The aim of this preliminary study was to understand, from multiple stakeholder perspectives, the experiences of settling in Australia for people with disability from Syrian and Iraqi refugee backgrounds living in Sydney. Interviews were conducted with nine family mem…
Key characteristics of the refugee journey for Iraqi and Syrian family members who support their children or siblings with disability
Refugees with disability and their families are increasingly resettled in Australia but remain an under-researched group. As such, this study aimed to understand experiences of disability for humanitarian migrants who support a family member with a disability. Interviews took place with 10 family members from Iraqi and Syrian refugee backgrounds living in Australia, whose children or siblings had disability. BenEzer and Zetter’s conceptualisation…
Australian Students’, Educators’, and Practitioners’ Experiences of Modified Field Education Standards During the Covid-19 Pandemic
Long-standing concerns about the sustainability of social work field education requirements were exacerbated by the COVID-19 pandemic. The Australian Association of Social Workers (AASW) implemented revised Education and Accreditation Standards (ASWEAS) during the pandemic as existing standards had become unworkable. The revised ASWEAS (during 2020 and 2021) allowed greater flexibility regarding how placements could be delivered, enabling student…
Re-Envisioning Field Education in Australian Social Work to Combat Placement Poverty
In Australia, pressure is mounting from multiple stakeholders for a full review of the national social work education standards for field education as evidence grows about compulsory, unpaid placements exacerbating student poverty and the related adverse consequences for students’ learning and well-being. This article reports on the findings of an Australian nation-wide qualitative and quantitative survey that explored social work students’, educ…
Under the Microscope
There’s nothing sacred about 500 hours’
Pressure is mounting for changes to social work field education in Australia, and internationally, as serious concerns have been raised about current practicum requirements. The Australian Association of Social Workers’ (AASW) accreditation standards mandate the completion of 1,000 h of placement. This 1,000-h model has attracted criticism because the placement experience becomes synonymous with completing hours rather than the depth and quality …
Embedding Sen and Nussbaum’s capabilities in social work field education
Social work field education is a cornerstone of professional formation, yet current models, bolstered by the implementation of the 2024 Australian Social Work Education and Accreditation Standards (ASWEAS) continue to prioritize rigid hour-based requirements over student wellbeing and agency. This article critiques competency-based approaches that reduce complex practice learning to binary measures of individual performance and argues for a shift…
Sociology (7 works) · Political science (6 works) · Medicine (5 works) · Psychology (5 works) · Social science (4 works) · Gender Studies (3 works) · Geography (3 works) · Law (3 works) · Medical education (3 works) · Migration, Health and Trauma (3 works)