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This book challenges pre-service and in-service educators to reflect critically on their assumptions and engage in praxis promoting racial and social equity. Grounded in policy contexts, historical understandings, and critical theories, this book describes innovative community-engaged approaches to resisting racism and promoting equity and features reflections and personal narratives from partners in change—including on-the-ground activists, voices from younger and older generations, educators, and first-time writers. Fueled by the ideology of white supremacy for over four centuries that whites matter more than Blacks, the authors argue that racial inequities exacerbated during the Trump administration and the legacy of neo-liberal policies dating to the "New Federalism" fiercely necessitate invoking community-engaged strategies to advance equity. This book advocates for collaboration among schools, community organizations, businesses, university centers, and community activists to address historically pressing issues, including systemic racism, declining educational opportunities, limited access to ongoing health care, and the decline of civility in public life.
The global economic collapse of 2008 has brought into sharp relief the penetration of global capitalism and its impact on working people both in the industrial core and in developing nations. In response, social movements challenging the World Trade Organization and annual gathering of progressive groups and NGOs at the World Social Forums have embarked on the goal of creating an alternative to the neo-liberal policies that have immiserated generations. The articles in this book address the need for a progressive pedagogy, highlight the organizational forms of resistance to capitalism, and explore new forms of struggles against capitalist practices by people throughout the world. Contributors include: Emily Achtenberg, Melanie E L Bush, Deborah L. Little, Victoria Carty, Margaret Cerullo, Chris Chase-Dunn,Victor Figueroa, Matt Kaneshiro, Laura Collin, Ximena de la Barra, Richard Dello Buono, Heather Gautney, Arseniy Gutnik, Kristen Hopewell, Lauren Langman, Marie Kennedy, Chris Tilly, Fernando Leiva.
Featuring an evidence- and strengths-based approach to practice methods, this new text teaches students how to apply social work skills in a variety of settings. Designed to enhance self-awareness, professionalism, ethical reasoning, cultural sensitivity, and an appreciation for social justice issues, this text introduces readers to social work’s core values and practice methods to help them assimilate the skills needed for working in the field. Cases and skills-based exercises demonstrate how to make accurate assessments and design effective intervention plans. After laying the groundwork in theory, values, and ethics, the authors review methods for working with individuals, children, and families from an individual and environmental strengths-based perspective. Client engagement, assessment, intervention, evaluation and termination, and documentation are then reviewed. Readers are introduced to the foundational concepts of social work practice and through application learn to successfully work with clients. Key Features Integrates the Council on Social Work Education’s EPAS standards and core competencies throughout, including engagement, assessment, intervention, evaluation, social justice, ethics, critical thinking, professional conduct and decision making, and cultural competency and diversity. Case scenarios in client interview format that closely resemble actual interactions, followed by questions, test readers’ understanding of the practice skills needed to work in the field. Skill-building exercises including individual and group activities, role plays, simulations, and discussion questions that provide an opportunity to apply one’s knowledge and skill sets. Personal reflections that encourage students to examine their own beliefs to help them assimilate social work ethics and values into their professional demeanor. Icons throughout the text that draw attention to useful tips for developing direct practice skills. A strengths-based approach that heightens understanding and results in a higher level of proficiency in the change process. Introduces challenging situations often encountered in practice to help readers acquire the more advanced practice skills necessary for assessment and intervention. Resources including PowerPoints, test questions, sample syllabi, and suggested answers to text exercises and discussion questions.
Theological field education, in which a ministry student steps out of the classroom and begins practicing with the supervision of a mentor, is a critical part of accredited ministry programs. Engage equips both students and their supervisor-mentors to engage in this important opportunity with energy and imagination, and it prepares students for the challenging work of integrating theory into real-world practice. Engage provides coaching from recognized experts in the arts of ministry: preaching, administration, evangelism, pastoral care, public ministry, leadership, faith formation, liturgical arts and more. Other chapters address themes such as race, gender, and ministry across faith traditions (or no faith tradition). The book addresses field education in a range of contexts—from churches to non-profits. Engage offers a valuable resource for students making the most of their transition from the classroom into real world ministry with all its joys and many challenges.
This is a stimulating, rigorous and student-friendly resource for beginning as well as more experienced social workers.
Clinical Work and Social Action: An Integrative Approach develops a paradigm for social work and human services practice that integrates clinical work and social action. Social workers, clinicians, activists, and educators will explore ways to create harmony in the divisions that currently exist between values, theory, and practice, thereby reducing conflicts in their work. This book identifies central values and selected theoretical ideas for a new model of work that you can adapt to your practice setting. Separate chapters include case material related to work with people of color, work with oppressed populations, and classroom teaching. Clinical Work and Social Action connects the historic split between clinical work and social action to better serve the people with whom you work. Through Clinical Work and Social Action, you will find valuable suggestions and insights into how you can integrate values, theory, and practice as the basis for a new model of work. The book includes topics such as: exposing the myth that “politics” has no place in practice with individual clients and families and demonstrates that all practice is political examining a new paradigm for practice that encourages change at the individual, agency, and social policy levels demonstrating the importance of Paulo Freire’s ideas about dialogical praxis to social welfare work teaching a model of practice that facilitates and promotes involvement and open dialogue with people in the community and students in the classroom offering insight into how you can respond to the full range of your clients’concerns, such as racism, classism, homophobia, domestic violence, homelessness, disabilities, and emotional difficulties exploring how your values, theories, training and experience affect the choice of interventions you make with individuals, groups, and families To bridge the gap between clinical work and social action, you must develop a practice that includes the possibility of social change. With Clinical Work and Social Action, you will find many case studies and examples to help you do just that. This informative book provides you with ways to work with clients to bring about individual and social change and offers strategies for creating change in social agencies and communities.
This engaging book shows how teachers and schools are creating emergent, democratic, progressive education amidst the current context of high stakes accountability. In this follow-up to his bestseller, Spectacular Things Happen Along the Way, Schultz explores how today’s rhetoric and restrictive mandates result in curriculum that fails to capture the attention of students. For meaningful learning that develops transferable skills and engages students, teachers and sometimes whole schools need to find spaces to “teach in the cracks” so that students can connect with issues relevant to their lives. Teaching in the Cracks provides both a theoretical and practical foundation for incorporating an action-focused curriculum that meets academic standards and provides students with opportunities for agency and to use their voices in their own learning. “Through compelling examples, Brian Schultz shares how educators can help students use their powers.” —From the Foreword by Deborah Meier, teacher, principal, and advocate “This book is an invitation to rethink teaching from top to bottom, to dive into classroom life as a passionate adventure in discovery and surprise.” —From the Afterword by William Ayers, education activist “For teachers who genuinely seek to make a difference through their work, this book will be a helpful resource.” —Pedro A. Noguera, University of California, Los Angeles
This book illustrates how teachers can draw upon young adult literature to facilitate students’ social action. Each chapter centers on one novel that represents a contemporary topic including police brutality, women’s rights, ecojustice, and bullying. In each, authors provide pre-, during-, and after reading strategies for teaching that connect the social issues in the texts to students’ lives and to the world around them. They then offer a multitude of avenues for student action, emphasizing the need to move readers from understanding and awareness to asserting their own agency and capacities to effect change in their local, national, and global communities. In addition to methods for scaffolding students’ analysis of texts and topics, authors also offer a plethora of additional resources such as documentaries, canonical companions for study, connected music, and supplementary lesson plans.
The book shows the falsity of the opposition between action and structure by setting out a sophisticated view of social structure at two levels. The figurational structures of interaction orders, mapped through methods of social network analysis, can be seen as partitioned by underlying formational structures such as class and gender.