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"This book provides an accessible, research-informed text for social work educators, students and practitioners interested in the use of story to engender the connection of human experiences with ideas, theories, and skills. A broad lens is also taken to the ways in which fiction has been used as a teaching tool in other degrees, ranging from medicine to engineering to philosophy and economics. Although the research explored is social work specific, this text has applicability for any educator looking for creative methods to teach complex theories, skills, and concepts. Showing how fiction can be used in social work education, it explains why story matters to social work, and how fiction can emulate these stories, as well as the capacity of fiction to evoke empathy. Ways in which educators can enlist fiction to create a 'safe space' for the exploration of complex emotional terrain are explored, as are the ways in which a community of practice can be created through fiction. Woven within the end of every chapter some practice examples and author conversations which work to locate the research into a practice context. The text concludes with examples of how fiction has been effectively utilised by the authors, in order to provide a starting point for those interested in exploring this pedagogical approach further"--
This book provides an accessible, research-informed text for social work educators, students, and practitioners interested in the use of story to engender the connection of human experiences with ideas, theories, and skills. A broad lens is also taken to the ways in which fiction has been used as a teaching tool in other degrees, ranging from medicine to engineering to philosophy and economics. Although the research explored is social work specific, this text has applicability for any educator looking for creative methods to teach complex theories, skills, and concepts. Showing how fiction can be used in social work education, it explains why story matters to social work and how fiction can emulate these stories, as well as the capacity of fiction to evoke empathy. Ways in which educators can enlist fiction to create a ‘safe space’ for the exploration of complex emotional terrain are explored, as are the ways in which a community of practice can be created through fiction. Woven within the end of every chapter are some practice examples and author conversations which work to locate the research into a practice context. The text concludes with examples of how fiction has been effectively utilised by the authors, in order to provide a starting point for those interested in exploring this pedagogical approach further.
"This book provides an accessible, research-informed text for social work educators, students and practitioners interested in the use of story to engender the connection of human experiences with ideas, theories, and skills. A broad lens is also taken to the ways in which fiction has been used as a teaching tool in other degrees, ranging from medicine to engineering to philosophy and economics. Although the research explored is social work specific, this text has applicability for any educator looking for creative methods to teach complex theories, skills, and concepts. Showing how fiction can be used in social work education, it explains why story matters to social work, and how fiction can emulate these stories, as well as the capacity of fiction to evoke empathy. Ways in which educators can enlist fiction to create a 'safe space' for the exploration of complex emotional terrain are explored, as are the ways in which a community of practice can be created through fiction. Woven within the end of every chapter some practice examples and author conversations which work to locate the research into a practice context. The text concludes with examples of how fiction has been effectively utilised by the authors, in order to provide a starting point for those interested in exploring this pedagogical approach further"--
This book explores a key phenomenon that has been accelerated by the COVID-19 crisis, namely, the crossroads at which social welfare professionals find themselves. This is a crossroads where, on the one hand, there is an accelerated digitalization process and a reorganization of social programs, while on the other hand, we are confronted by the basic challenge of designing social policies and their methods of evaluation, that is, the generation of robust data that will allow better evaluation of social projects and programs. Rigorously analyzing the crossroads at which social welfare programs find themselves and the new demands for the education of professionals involved in social welfare programs, several key issues can be discerned; • the theoretical debate surrounding the changes brought about by the COVID-19 pandemic and the process of redefining globalization in which we are immersed. • the challenges to be met by welfare programs, and the good practices that are being implemented. • the key issue of how to generate more robust data in the field of social services and social protection. • how to increase the competencies of professionals through education in schools of social work. Providing 15 newly written chapters drawn from both the global north and the global south, it offers a set of recommendations to address the challenges of inequality and social inclusion in the coming years. It will be of interest to all academics, students and practitioners working in the fields of social work, social welfare and social development.
This book is based on the power of stories to support children in all areas of their lives. It examines the role narratives can play in encouraging growth in contexts and domains such as personal and family identity, creative movement, memory and self-concept, social relationships, or developing a sense of humor. Each chapter describes innovative and research-based applications of narratives such as movement stories, visual narratives to develop historical thinking, multimodal storytelling, bibliotherapy, mathematics stories, family stories, and social narratives. The chapters elaborate on the strength of narratives in supporting the whole child in diverse contexts from young children on the autism spectrum improving their social skills at school, to four- and five-year-olds developing historical thinking, to children who are refugees or asylum-seekers dealing with uncertainty and loss. Written by accomplished teachers, researchers, specialists, teaching artists and teacher educators from several countries and backgrounds, the book fills a gap in the literature on narratives. “...this work delves into the topic of narratives in young children’s lives with a breadth of topics and depth of study not found elsewhere.” “Collectively, the insights of the contributors build a convincing case for emphasizing story across the various disciplines and developmental domains of the early childhood years.” “The writing style is scholarly, yet accessible. Authors used a wide array of visual material to make their points clearer and show the reader what meaningful uses of story “look like”.” Mary Renck Jalongo, Journal and Book Series Editor Springer Indiana, PA, USA
Seminar paper from the year 2007 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 1,7, University of Münster (Englisches Seminar), language: English, abstract: The use of literature in the second language classroom can be legitimated in different ways. Todays methods of second language acquisition (SLA) put emphasis on working with literature which offers a great range of opportunities to familiarize a learner with a foreign language. However, it is not just the aspect of learning or acquiring a second language when dealing with literature. Furthermore, the work with literature includes social and cultural as well as empathetic aspects. Thus, dealing with literature, whatever genre of literature is touched, is highly manifold and undoubtedly of a high value. According to Wolfgang Gehring, the short story, besides the novel, is one of the genres which is used most frequently in school. The short story has many uses concerning the field of didactics: it can be used for introducing different topics and for accustoming the learner to different methods of interpretation. In addition, working with literary texts, especially with short stories, offers the possibility for the examination of several problems, e.g. problems of youths or the topic of life and death. In the framework of the term paper at hand, the focus lies on working with literary texts, namely teaching short stories as one component of the narrative genre besides the novel. For this purpose there will first be a short discussion about the significance of literary texts in language teaching according to Ansgar Nünning, who claims that literature forms an essential part when learning a foreign language (FL). In addition to that, the emphasis in the following chapters lies on working-techniques for dealing effectively with short stories in language teaching. For this purpose different methods for the work with short stories are presented and critically examined. The presented methods ar
Winner of the 2003 Trillium Book Award "Stories are wondrous things," award-winning author and scholar Thomas King declares in his 2003 CBC Massey Lectures. "And they are dangerous." Beginning with a traditional Native oral story, King weaves his way through literature and history, religion and politics, popular culture and social protest, gracefully elucidating North America's relationship with its Native peoples. Native culture has deep ties to storytelling, and yet no other North American culture has been the subject of more erroneous stories. The Indian of fact, as King says, bears little resemblance to the literary Indian, the dying Indian, the construct so powerfully and often destructively projected by White North America. With keen perception and wit, King illustrates that stories are the key to, and only hope for, human understanding. He compels us to listen well.
Social work as a body of knowledge is and should be in a constant state of dynamism. No region, theory or model should claim exclusivity to the profession and new ideas viz-a-viz 'innovations' have to be viewed as adding to the richness of that body. In writing this book the authors aim to highlight how important it is, across the globe, to advance society via the classroom. The book's editors argue that one has only to summon the courage to challenge existing and dominant paradigms and models to begin to enhance the field of social work. This book shares a range of innovations that are taking place in schools of social work in universities in the Asia Pacific region. The book focuses on exemplifying innovation in social work and its associated scholarship.
This book brings a novel approach to issues of connecting social work practice to theory and the personal life narrative. The authors each find their own unique way of integrating the self, theory, and practice, in different social work practice and education settings. Contributors use the methodology of narrative to tell their story about their social work journey, be that in research, teaching, or practice. The backdrop for this book is Sweden. The country’s rich heritage of welfare provision but also recent cultural diversity offers a unique Nordic context to the subject matter. The contributors engage with these new conditions for Swedish social work through an intersectional lens. Topics explored include: Digging in the present: A day in the life of a school counsellor We live in a political world: Between needs and money The problematic labour market situation of immigrants to Sweden: Consequences and causes Tackling the contradictory nature of social work Using anti-oppressive practice to promote social inclusion in social work education The result is a book that is personal and reflexive, and positions the contributors' narratives as a window to understand and address social problems. Narratives of Social Work Practice and Education in Sweden should engage those interested in the Swedish welfare state, and who want to learn about how social work is taught and practised in this country. Intended to be a general introduction, the book provides guidance to those considering working in the field and for those newly qualified. It also provides examples for students of social work to connect personal narratives to social work settings.
The apocalyptic, pastoral, and urban traditions have fundamentally shaped Western history and influenced American religion, culture, and politics. This book argues that these traditions have not only been decisive in giving form and substance to classic and modern American literature, but have been appropriated by contemporary science fiction. As a loosely connected set of cultural narratives, the Cross, the Plow, and the Skyline have through the medium of science fiction and fantasy provided a bold vista on the future grounded in an emergent ecological imagination. In the expanded second edition of the original 2001 publication, the author argues that a significant shift has taken place in contemporary Anglo-American science fiction and fantasy (SF/F) from twentieth-century SF/F critically analyzed in the first edition’s critical inquiry. Avantgarde works in twenty-first century speculative fiction--extensively examined in representative works in interludes separating the slightly revised original chapters--have become: darker in their visions of the possible future; more focused on slowness over breakneck speed; more amenable to gender, racial, and global diversity in authorship, plot, and subgenre creation; less attached to anchor concepts like the city, wilderness, and the domesticated landscape in plot development; more prone to dystopian and critical dystopian tropes; simultaneously more open toward, but critical of, Young Adult fiction; and more supportive of the breakdown of borders and antagonisms between science fiction and fantasy and SF/F and literary fiction. Ensconced in the cultural, social, and political zeitgeist of the New Millennium’s first two decades, these features of twenty-first century science fiction and fantasy may yet settle into and inform emergent and pluralistic varieties of ecological politics spreading across the globe and confronting the Earth’s social and environmental crises of our times and coming decades.