List of Figures
List of Tables
List of Contributors
Foreword
Acknowledgements
Introduction: New Directions to Field Work Education in Social Work: A Global South Perspective
Rajendra Baikady, Varoshini Nadesan, S.M. Sajid, and M. Rezaul Islam
PART I
Developing Practice and Rethinking Perceptions: Field Education in South Asia
1 Revisiting Praxis as a Model for Field Education in Social Work
Febna Reheem, Sojin P. Varghese, and Richa Bhardwaj
2 Swastyayan, a Commitment: Fieldwork through Community Engagement
Victor Narzary, Bibharani Swargiary, Riju Sharma, and Alice K. Butterfield
3 Impact of the Competency-Based Field Work Practicum on Students’ Learning
Pradipta Kadambari and Nalini Lama
4 Challenges Faced in Field Work: An Indian Perspective
Deepshikha Carpenter
5 Concurrent Fieldwork in Macro Practice: Cases from the South Indian Context
S. Kanagaraj
6 Field Work in Social Work Education: An Account of the Sri Lankan Experience
Shamila Sivakumaran and S. Jeevasuthan
7 The Need for Decolonising Field Work Training in Social Work in India
Bishnu Mohan Dash
8 A Critical Reading of Community Social Work Methods and Practices Employed within Urban Underserved Communities in Sri Lanka
H. Unnathi S. Samaraweera
9 Social Work Education and Practice in Pakistan: Mapping the Terrain and Missing Links
Sakina Riaz
10 Social Work Practice in India: In Search of a New Direction
Poonam Gulalia and Chittaranjan Subudhi
PART II
New Insights into Social Work Field Education in Developing Asia
11 Practice Teaching in the Social Work Master’s Degree Programme: Fostering the Third Mission of Universities: The Case of Georgia
Shorena Sadzaglishvili
12 Field Work as a ‘Crucible of Practice’ in the Pursuit of Social Justice and Defence of Human Rights: The Philippine Context
Gil ‘Jake’ I. Espenido
13 Social Work Field Education in Turkey
Eda Beydili Gürbüz, İlkay Başak Adıgüzel, and Sinan Akçay
14 Social Work Field Education in India and China: A Comparison
Rajendra Baikady and Varoshini Nadesan
PART III
Field Work Education in the Latin American and the Caribbean Context
15 Clinical Social Work in Chile
Carolina Muñoz-Guzmán, María Olaya Grau, Karla González Suitt, and Valentina Garrido López
16 Cultural Practices in Indigenous Chilean Communities: New Findings for Social Work Practice
Lorena P. Gallardo-Peralta, Julio Tereucán Angulo, Abel Soto-Higuera, and Esteban Sánchez-Moreno
17 Social and Field Work Abilities of Teaching Professors
Claudia Reyes-Quilodran, Paula Miranda, and Liliana Guerra-Aburto
18 The Block Placement in Social Work Field Education: A Barbados Case Study
Thérèse Odle-James and Letnie F. Rock
19 Constructing a Culturally Relevant Social Work Curriculum in Papua New Guinea: Connecting the Local and Global in Field Education
Dunstan Lawihin
20 Social Work Practicum in Chile: The Role of Field Supervisors in a Neoliberal Context
Daniela Díaz-Bórquez, Magdalena Calderón-Orellana, and Rafael Araya-Bugueño
21 Let Me Count the Ways: Multiple Discourses in Understandings of Readiness for Practice in Social Work
Karene-Anne Nathaniel
22 Mental Shortcuts: Representativeness Heuristics in Evaluations and Social Work Practice Assessment
Karene-Anne Nathaniel
PART IV
Developing Competent Social Work Graduates: African Perspectives on Field Work Education
23 Contextualising Social Work Fieldwork Practicum: Innovations,Challenges, and Perspectives from Nigeria
Uzoma O. Okoye and Samuel O. Ebimgbo
24 Social Work Field Education in Africa: The Case of Botswana
Lengwe-Katembula J. Mwansa
25 Social Work Field Instruction in an Open and Distance Learning (ODL) Context
Boitumelo Joyce Mohapi
26 Fieldwork Practice in Countries with Recently Introduced Social Work Training: Lessons from Lesotho
Sophia Thabane, Pumela Nomfundo Mahao, and Tšepang Florence Manyeli
27 Social Work Field Education: A Comparative Study of South Africa and Eswatini
Boitumelo Joyce Mohapi, Felicity Besong Tabi, and Zee Catherine Masuku
28 Professionalisation of Social Work in Eswatini: A Comparative Study Between South Africa and Eswatini
Boitumelo Joyce Mohapi, Felicity Besong Tabi, and Zee Catherine Masuku
Index
Rajendra Baikady is URC Special Post-Doctoral Fellow and Senior Research Associate at the Department of Social Work and Community Development, University of Johannesburg, South Africa, and a fellow of the Royal Society of Arts, London, UK.
Sajid S.M. is a senior social work educator and Professor of Social Work at Jamia Millia Islamia, New Delhi, India.
Varoshini Nadesan is Lecturer and Postgraduate Supervisor at the Department of Social Work and Community Development, Faculty of Humanities at the University of Johannesburg, South Africa.
M. Rezaul Islam is Professor in Social Work at the Institute of Social Welfare and Research, University of Dhaka, Bangladesh.
‘A valuable resource! It reflects the global diversity and cultural sensitivity of social work. In this handbook, contributing authors from Africa, Asia, and Latin America share their experiences in organising study placements and practice learning of students. The authors also discuss local models for field education under social realities of countries facing poverty, inequality and human rights violation, sometimes with insufficiently institutionalised social work as a profession. The text provides practical examples to guide the universities and social services. I consider that social work educators will find this reflexive book useful.’Tetyana Semigina, Professor, Academy of Labour, Social Relations and Tourism, Kyiv, Ukraine, and former Secretary of the International Association of Schools of Social Work‘As a profession that requires direct contact with clients who may be vulnerable, disadvantaged and low resourced, being acculturated into the practice environment through field work is absolutely important. This global handbook on how field work is being organised in different socio-economic-political contexts is a unique contribution to social work education. This book is an invaluable contribution in field work in the Global South and I would strongly recommend it to all social work education programs as populations are moving around and the training under different cultural context should be world knowledge.’ Cecilia Lai Wan Chan, Professor Emeritus, Department of Social Work & Social Administration, The University of Hong Kong
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