“ ...our deeply felt attachments to a number of communities constitute our identity. This allows us to experience our life as bound up with the good of these communities”
“… these “constitutive communities” define the sense of who we are and provide a largely background way of our being in the world of thinking, acting and deciding……to reject them leads to an identity crisis or an acute form of disorientation which will damage our identity…”
“… we can answer the question of what these “constitutive communities” are by asking a question of ourselves: “Who are you?”. The answer will certainly include: family name, nationality, language, culture and religion – all of which derive from community”
James Aurthur (1998). Communitarianism: what are the implications for education. Education Studies, Vol 24. No. 3.
（ My inheritance was particular, specifically limited and limiting. My birthright was vast, connecting me to all that lives, and to everyone, forever. One cannot claim birthright without accepting the inheritance. ）
‘ There are only two lasting bequests we can hope to give our young people – one of these is roots, the other is wings’ (Hodding Carter)
Problem Problem Solver Client Change Maker Recipient Co-Participant At risk population Leadership asset to be dealt with to be cultivated Tomorrow’s Part of today’s Leaders Leadership team Adult in the A citizen today making PARADIGM CHANGE REGARDING YOUNG MEN AND WOMEN extracted from Bank of I.D.E.A
My views, about Social Work and Critical Praxis
Prof. Harry Specht 在 1995 這樣提到 : 當社工離棄了社群 , 遺忘了社會公義 , 避談了社會改革 , 甘於變成臨床服務的忠實追隨者 ...... 那社工便成了 " 不忠誠的天使 ".
"Therapeutisation of social work" shall finally turn social work to be "Unfaithful Angels"
1994. Unfaithful angels : how social work has abandoned its mission
Mission of Social Worker as Community Learners
Learning in community is a continuous lesson. Teachers as community learners implies teachers are moving from “teaching knowledge for” the community to “realizing knowledge with” the community. This is a “know-how” to “know-why” shift. In this move, teachers engage continuously in the collective inquiries with community members, i.e. “curriculum participants”, which in turn facilitates teachers to generate meaningful and contextual questions for student learning in the course of CIC.
Chan, Kwok-bong (2009). “Classroom in community: Serving the Elderly People, Learning from Senior Citizens. A community-based Service Learning for Secondary School students in Hong Kong.” New Horizons in Education , 57, No.3
Mission of Social Worker in P roblem-posing education
… as “men and women develop their power to perceive critically the way they exist in the world which and in which they find themselves; they come to see the world not as a static reality but as a reality in the process of transformation” (Macedo, 1993 . Introduction. Pedagogy of the oppressed. )
M ission of problem-posing education is to demythologize;
“ we need to place the knowledge that we teach, the social relations that dominate classrooms, the school as a mechanism of cultural and economic preservation and distribution, and finally, ourselves as people who work in these institutions, back into the context in which they all reside.” (Apple, 1990 . Ideology and Curriculum )
促進 者 FACILITATION "TO MAKE EASY, PROMOTE, HELP FORWARD AN ACTION OR RESULT, TO REMOVE DIFFICULTY, PROMOTE EASE OR READINESS WITH APTITUDE, DEXTERITY OR FLUENCY" (Dictionary definition) 促進者的角色
營造 積極樂觀 氣氛
善用 團隊 / 個人的知識及 專長
鼓勵 團體和 網絡間 的 協作 及 努力
-Translated from Bank of I.D.E.A
Some remarks for those over-used (and sometimes mis-used) jargons by Social Workers