درک دانشجو از فرهنگ: بخشی جدایی ناپذیر رویه مددکاری اجتماعی
|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|34597||2000||11 صفحه PDF||سفارش دهید||4605 کلمه|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : International Journal of Intercultural Relations, Volume 24, Issue 2, 1 March 2000, Pages 279–289
Sensitivity to and knowledge of multicultural practice has been viewed as an important priority for social work education in the United States. Since 1968, the Council on Social Work Education has not only required that social work education programs reflect the diversity of a pluralistic society, but has also mandated that social work curriculum include content for cultural competence. This paper reports the findings of an exploratory study designed to explore the extent to which social work students recognize the need for cultural knowledge, sensitivity, and awareness, in their educational programs and professional practice. The results reflect the need for research to establish empirically the progress that has been made in the area of multicultural education and practice in social work.
The development of knowledge and skills related to multicultural practice has been acknowledged as an important priority for social work education in the United States for more than 30 years. Since 1968, the Council on Social Work Education (CSWE) has required that social work education programs reflect the diversity of a pluralistic society, and has mandated that the social work curriculum include content for “cultural competence” (originally, Standard 1234A; currently, curriculum policy statement 6.6). Chau (1990) states the case clearly: social work educational programs must provide students with “the awareness and knowledge that ours is a pluralistic society and to prepare them to work effectively with people of diverse ethnic and racial backgrounds and with the social institutions impacting client lives” (p. 131). Social work literature extensively documents the developing conceptions of social work practice with cultural diversity, and indicates a number of proposals and frameworks which focus on the inclusion of multicultural content in the social work curriculum (Canda, 1989, Chau, 1990, Chestang, 1988, Fellin, 1988, Gallegos, 1985, Garland and Escobar, 1988, Herrick, 1991, Horner and Borrero, 1981, Lister, 1987, Norton, 1978 and Sue, 1991). This literature presents a constant call not only for cognitive mastery of multiculturalism, but for cultural self-awareness, introspection, and conscientiousness about attitudes associated with multiculturalism. Van Soest (1994) provides an excellent summary of scholarly efforts in this direction. This paper reports the findings of a survey designed to explore the extent to which social work students recognize cultural awareness and competency as necessary components of their educational programs. The purpose of the exploratory survey and the paper is to explore the extent to which students perceive the relevance of cultural understanding and sensitivity to their professional practice.