Isw08 Healy


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  • Isw08 Healy

    1. 1. Infusion of International Content into Curriculum Lynne Healy, Rosemary Link Boston 2008
    2. 2. Designing International Curriculum: Key challenges <ul><li>Should emphasis be specialist, generalist or both? </li></ul><ul><li>Selecting objectives and content—how to select from this vast domain </li></ul><ul><li>Addressing teaching challenges </li></ul>
    3. 3. Models of International Curriculum International Concentration Elective course Self-selected Group International-ization of the total curriculum Infuse one or more modules All Students Comprehensive Minimum Essentials Degree of Comprehensiveness Target Group
    4. 4. New EPAS and Global Content <ul><li>The 2001 EPAS included the following as one of the goals of social work education: </li></ul><ul><ul><li>“Preparing social workers to recognize the global context of social work practice” </li></ul></ul><ul><ul><li>This statement is the underlying assumption of our session on curriculum. </li></ul></ul>
    5. 5. References to Global in New EPAS: 2008 <ul><li>New EPAS is competency based </li></ul><ul><li>There are 4 references to human rights in the new document </li></ul><ul><li>There are 4 references to global context in the new document </li></ul><ul><li>There are 2 references to immigration </li></ul>
    6. 6. <ul><ul><ul><li>The purpose of the social work profession is to promote human and community well-being. Guided by a person and environment construct, a global perspective , respect for human diversity, and knowledge based on scientific inquiry, social work’s purpose is actualized through its quest for social and economic justice, the prevention of conditions that limit human rights , the elimination of poverty, and the enhancement of the quality of life for all persons. </li></ul></ul></ul>EPAS: Educational Policy and Accreditation Standards: Preamble
    7. 7. Educational Policy: Mission & Goals <ul><li>Values: includes human rights </li></ul><ul><li>Program Context: includes global contexts </li></ul>
    8. 8. Educational Policy: Curriculum <ul><li>EPAS 2.1.2: Ethical Principles </li></ul><ul><ul><li>Includes reference to the standards in the IFSW/IASSW Statement of Ethical Principles as well as the NASW Code of Ethics </li></ul></ul>
    9. 9. EPAS Curriculum: Diversity <ul><li>2.1.4: Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. Includes immigration status as well as culture, ethnicity, etc. </li></ul>
    10. 10. Educational Policy: Foundation Content <ul><li>4.3 HBSE </li></ul><ul><ul><li>Includes theories and knowledge of biological, sociological, cultural , psychological and spiritual development across the life span. </li></ul></ul>
    11. 11. Curriculum: Human Rights <ul><li>2.1.5: Advance human rights and social and economic justice. States that “social workers recognize the global interconnections of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights.” Further statement that social workers “advocate for human rights and social and economic justice.” </li></ul>
    12. 12. EPAS 2008: Omits international reference in Social Policy <ul><li>EPAS 2001: Social Welfare Policy and Services </li></ul><ul><ul><li>Course content provides students with knowledge and skills to…analyze organizational, local, state, national, and international issues in social welfare policy and social service delivery </li></ul></ul><ul><ul><li>No mention in EPAS 2008 </li></ul></ul>
    13. 13. Recommended Model: Infusion toward Internationalization <ul><li>Infuse modules into existing courses, with emphasis on required courses </li></ul><ul><li>Set objectives and competencies for the international component that specify how international content contributes to the course and practice as a whole </li></ul><ul><li>Integrate domestic concerns with international wherever possible </li></ul><ul><li>Integrate international issues into the student’s role as citizen and professional </li></ul>
    14. 14. Checklist for Successful Infusion <ul><li>International content should strengthen and deepen, not detract from, core content </li></ul><ul><li>Infusion of international content should be planned, not anecdotal </li></ul><ul><li>Use international policy instruments and international literature wherever possible </li></ul>
    15. 15. Checklist for Successful Infusion (2) <ul><li>International learning should be reflected in: </li></ul><ul><ul><li>Course objectives </li></ul></ul><ul><ul><li>Course readings </li></ul></ul><ul><ul><li>Student assignments </li></ul></ul><ul><ul><li>Criteria for evaluation of student learning </li></ul></ul>
    16. 16. Avoid the “Last Session” Trap <ul><li>When infusing content, try to avoid the single session approach. </li></ul><ul><li>If you use a single session, make it the second or third session, not the last </li></ul>
    17. 17. Optimal Outcomes for International Learning <ul><li>1. Awareness of aspects of globalization that affect domestic and international social work practice and social issues </li></ul><ul><li>2. Understanding of migration and sensitivity to the international aspects of cultural diversity </li></ul><ul><li>3. Awareness of the impact of U.S. policy on conditions and policies in other countries </li></ul>
    18. 18. Optimal Outcomes for International Learning (2) <ul><li>4. Sensitivity to value dilemmas in internationally related work </li></ul><ul><li>5. Knowledge of the major global human rights standards and their applicability to U.S. law and practice </li></ul><ul><li>6. Ability to analyze global social policy and engage in appropriate advocacy </li></ul><ul><li>7. Familiarity with the history, scope and functions of social work around the world </li></ul>
    19. 19. Optimal Outcomes for International Learning (3) <ul><li>8. Knowledge of the major sources of global data on social welfare and development </li></ul><ul><li>9. Knowledge of the ways the profession is organized for international action through its professional organizations </li></ul><ul><li>10. Introductory knowledge of major agencies involved in international social work/social welfare, including the U.N. agencies </li></ul>
    20. 20. Curriculum Development: Selecting Content <ul><li>EPAS implies: </li></ul><ul><ul><li>Emphasis on impact of culture in HBSE and practice courses </li></ul></ul><ul><ul><li>The previous EPAS required attention to international issues in social policy curriculum. The new one is omits this requirement </li></ul></ul>
    21. 21. Curriculum Development (2) <ul><li>EPAS implies: </li></ul><ul><ul><li>Addressing international forces of oppression in approach to content on social and economic justice </li></ul></ul><ul><ul><li>Including human rights content in the curriculum </li></ul></ul>
    22. 22. Content: Cross-cultural knowledge and skill <ul><li>Knowledge of the role of culture in shaping human behavior </li></ul><ul><li>Knowledge of cultures other than one’s own and principles for learning about cultures </li></ul><ul><li>Understanding of the process and impact of voluntary and involuntary migration of people </li></ul><ul><li>Practice skill in cross-cultural communication </li></ul>
    23. 23. Cross-cultural Values and Ethics <ul><li>Introductory knowledge of different value systems, especially individual vs. communal orientations </li></ul><ul><li>Ability to use the IFSW/IASSW Statement of Ethical Principles </li></ul><ul><li>Familiarity with the universalism-cultural relativism debate in ethics and human rights and relevance to practice </li></ul><ul><li>Knowledge of major human rights laws and principles </li></ul>
    24. 24. Social Policies and Problems <ul><li>Knowledge of selected global social problems—with emphasis on those with local manifestations </li></ul><ul><li>Understanding of the social, political and economic impact of globalization </li></ul>
    25. 25. Social Policies and Problems (2) <ul><li>Beginning ability to identify, analyze and influence national social and foreign policies that affect people in and from other nations </li></ul><ul><li>Knowledge of the major world and regional instruments of human rights machinery and law and their local applications </li></ul>
    26. 26. Human Oppression Content <ul><li>Knowledge of the major forces of human oppression internationally and the interconnections among them </li></ul><ul><ul><li>Suggested strategy: link to lessons on social issues, such as immigration or the global AIDS crisis. Either can be expanded to include dimensions of race, economic oppression, and poverty. </li></ul></ul>
    27. 27. What’s Missing? <ul><li>Content on the profession internationally </li></ul><ul><li>Involvement of the field curriculum </li></ul><ul><li>Significant content for practice curriculum </li></ul>