Author: Rose S.M.

Source: Social Work, Volume 45, Number 5, October 2000 , pp. 403-412(10)

Publisher: Oxford University Press

Abstract:

ocial work education presents students with theories for understanding human beings and the social-historical contexts they share. These assumptions are supposed to make social workers' roles, practices, and agencies make sense. But where do they come from? How are the theories selected - and from among work's knowledge base. What were the knowledge requirements or factors used to select prevailing theories about human behavior and the social environment or about social work practice? What contradicts what they were taught they should be thinking? This with the author's own social work experience. The article discusses what receiving knowledge (as opposed to sharing in producing or generating it) means for a practice supposedly committed to the experiences that led to the author's work on empowerment-based what alternatives? The people or licensing bodies choosing or approving these options control knowledge and inhibit knowing beyond the parameters of what they have designated for social happens to practitioners when feelings about their work article is a reflection of formal social work learning interacting social work values of human dignity and social justice. The practice are presented and discussed. These experiences precipitated critical questioning that continues today.

Keywords: CLINICAL SOCIAL WORK; EMPOWERMENT; EPISTEMOLOGY; KNOWLEDGE BUILDING; SOCIAL JUSTICE

Document Type: Research article

Publication date: 2000-10-01

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• Social Work is the premiere journal of the social work profession. Widely read by practitioners, faculty, and students, it is the official journal of NASW and is provided to all members as a membership benefit. Social Work is dedicated to improving practice and advancing knowledge in social work and social welfare. Its articles yield new insights into established practices, evaluate new techniques and research, examine current social problems, and bring serious critical analysis to bear on problems in the profession. Major emphasis is placed on social policy and the solutions to serious human problems.
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