Developing a Poverty-Aware Pedagogy
From Paradigm to Reflexive Practice in Post-Academic Social Work Education
Bibliographic Data
| ID | 10895751 |
|---|---|
| Authors | G Roets (0000-0003-0746-998X, Ghent University, corresponding author), Laura Van Beveren (0000-0003-2990-8381, Ghent University), Yuval Saar-Heiman (0000-0002-8283-6869, Ben-Gurion University of the Negev), Heidi Degerickx (0000-0002-8434-2248, Ghent University), Caroline Vandekinderen (Ghent University), Michal Krumer‐nevo (0000-0003-0813-5439, Ben-Gurion University of the Negev), Kris Rutten (0000-0002-8630-4464, Ghent University), Rudi Roose (0000-0001-7508-4593, Ghent University) |
| Year | 2020 |
| Volume | 50 |
| Issue | 5 |
| Pages | 1495-1512 |
| Publication date | 2020-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The British Journal of Social Work (JOURNAL) |
| Journal identifiers | ISSN: 0045-3102 • E-ISSN: 1468-263X |
| Publisher | Oxford University Press (PUBLISHER • GB) |
| DOI | 10.1093/bjsw/bcaa043 |
| OpenAlex | W3011354284 |
| Language | EN |
| Citations received | 6 |
| References cited | 25 |
Social work scholars have argued that poverty reminds us of the necessary commitment to educate professional social workers. Being inspired by a conceptual framework that captures how poverty-awareness can be the subject of teaching in social work programmes, this article offers a qualitative analysis of the reflections being made by a cohort of students about their learning process in a post-academic course. Five common themes are discussed: (i) from recognising micro-aggressions to tackling macro-aggressions; (ii) poverty is an instance of social injustice and requires collective indignation; (iii) notions of commitment and solidarity are ambiguous; (iv) poverty is an instance of social inequality rather than merely social exclusion; and (v) from being heroic agents to social change ‘from within’. Based on these findings, we raise the lessons learned for social work educators. First, they should invite students to reinvigorate the social justice aspirations of social work practices and take a stance in relation to their environment and the wider historical and socio-political circumstances. Secondly, a poverty-aware pedagogy requires collective and long-lasting supervision at the frontline individual, organisational and societal/social policy level. Collective critical reflection and supervision might open up avenues to collectively challenge and change socially unjust rhetoric and practice
Basic needs · Culture of poverty · Indignation · Pedagogy · Political science · Politics · Poverty · Public relations · Social change · Social exclusion · Sociology · Solidarity · Homelessness and Social Issues · Mental Health and Patient Involvement · Social Work Education and Practice · Social Work
Challenges of Critical Reflection
Welfare Words
Social Rights and Human Welfare
New Philanthropy and Social Justice
Three Shortcomings of the Social Investment Perspective
Rediscovering the social question
Taking the measure
Participation, power, conflict and change
Pawns or Pioneers? The Logic of User Participation in Anti‐poverty Policy‐making in Public Policy Units in Belgium
States of Welfare
What do buzzwords do for development policy? a critical look at ‘participation’, ‘empowerment’ and ‘poverty reduction’
Social Work, Poverty and Anti-Poverty Strategies
Getting beyond 'Heroic Agency' in Conceptualising Social Workers as Policy Actors in the Twenty-First Century
Irony and Social Work
Paradigms and Politics
Poverty-Aware Social Work
Conscientization – the experience of Canadian social work students in Mexico
The Spirit Level
Three Approaches to Qualitative Content Analysis
Social Workers as Policy Actors
| Unique citing works | 6 |
|---|---|
| Citations per year | 1 |
| Citation span | 2020 - 2025 (6) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 6 |