Integrating critical disability studies into social work education and practice: An Australian perspective
Integrating critical disability studies into social work education and practice: An Australian perspective
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将严重残疾研究纳入社会工作教育和实践：澳大利亚的视角
DOI：
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
L. Dowse
中科院分区：
文献类型：
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作者：
Helen Meekosha;L. Dowse
本文调查的潜力，关键残疾研究，以加强社会工作教育和实践的教学。对残疾人来说，社会工作可能是一种矛盾的经历。社会工作者是一个“残疾”的一部分，以及一个“使能”的职业，并越来越多地在残疾人运动中的残疾学者和活动家的批评目光。由于长期与医疗干预范式相关联，社会工作要么未能采取新的方法来检查残疾经验，要么干脆将残疾作为一个边缘实践问题。将残疾人的观点置于变革进程中心的解放范式正在取代传统的思维方式。在这篇文章中，教学残疾的探讨在澳大利亚的背景下，市场意识形态在很大程度上影响了社会工作和其他人类服务专业人员的工作。它回顾了教学中的选修科目残疾本科社会工作专业的学生，并得出结论，社会工作课程的变化，这应该有直接的影响，未来的社会工作者的做法。
This article surveys the potential for critical disability studies to enhance the teaching of social work education and practice. For disabled people social work can be a contradictory experience. Social workers are part of a ‘disabling’ as well as an ‘enabling’ profession and are increasingly coming under the critical gaze of disabled scholars and activists within the disability movement. As a result of a long association with medicalised paradigms of intervention, social work has either failed to take on board new ways of examining the disability experience or simply left disability as a marginal practice concern. Emancipatory paradigms, which place the views of disabled people as central to the change process, are replacing traditional ways of thinking. In this article, teaching disability is explored within the Australian context where market ideologies are heavily influencing the work of social work and other human service professionals. It reviews teaching an elective subject in disability to undergraduate social work students and concludes with implications for change in the social work curriculum, which should have direct impact on the practice of future social workers.