isw08 healy

Infusion of International Content into Curriculum

Lynne Healy, Rosemary LinkBoston 2008

Designing International Curriculum: Key challengesShould emphasis be specialist, generalist or both?

Selecting objectives and content—how to select from this vast domain

Addressing teaching challenges

Models of International Curriculum

Target Group Degree of Comprehensiveness

Minimum Essentials

Comprehensive

All Students Infuse one or more modules

International-ization of the total curriculum

Self-selected Group

Elective course

International Concentration

New EPAS and Global Content

The 2001 EPAS included the following as one of the goals of social work education:

“Preparing social workers to recognize the global context of social work practice”

This statement is the underlying assumption of our session on curriculum.

References to Global in New EPAS: 2008

New EPAS is competency basedThere are 4 references to human rights in the new documentThere are 4 references to global context in the new documentThere are 2 references to immigration

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.

EPAS: Educational Policy and Accreditation Standards: Preamble

Educational Policy: Mission & Goals

Values: includes human rightsProgram Context: includes global contexts

Educational Policy: Curriculum

EPAS 2.1.2: Ethical PrinciplesIncludes reference to the standards in the IFSW/IASSW Statement of Ethical Principles as well as the NASW Code of Ethics

EPAS Curriculum: Diversity

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.

Educational Policy: Foundation Content

4.3 HBSEIncludes theories and knowledge of biological, sociological, cultural, psychological and spiritual development across the life span.

Curriculum: Human Rights

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.”

EPAS 2008: Omits international reference in Social Policy

EPAS 2001: Social Welfare Policy and Services

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 No mention in EPAS 2008

Recommended Model: Infusion toward InternationalizationInfuse modules into existing courses, with emphasis on required coursesSet objectives and competencies for the international component that specify how international content contributes to the course and practice as a wholeIntegrate domestic concerns with international wherever possibleIntegrate international issues into the student’s role as citizen and professional

Checklist for Successful Infusion

International content should strengthen and deepen, not detract from, core contentInfusion of international content should be planned, not anecdotal Use international policy instruments and international literature wherever possible

Checklist for Successful Infusion (2)

International learning should be reflected in:

Course objectivesCourse readingsStudent assignmentsCriteria for evaluation of student learning

Avoid the “Last Session” Trap

When infusing content, try to avoid the single session approach.If you use a single session, make it the second or third session, not the last

Optimal Outcomes for International Learning

1. Awareness of aspects of globalization that affect domestic and international social work practice and social issues

2. Understanding of migration and sensitivity to the international aspects of cultural diversity

3. Awareness of the impact of U.S. policy on conditions and policies in other countries

Optimal Outcomes for International Learning (2)

4. Sensitivity to value dilemmas in internationally related work

5. Knowledge of the major global human rights standards and their applicability to U.S. law and practice

6. Ability to analyze global social policy and engage in appropriate advocacy

7. Familiarity with the history, scope and functions of social work around the world

Optimal Outcomes for International Learning (3)

8. Knowledge of the major sources of global data on social welfare and development

9. Knowledge of the ways the profession is organized for international action through its professional organizations

10. Introductory knowledge of major agencies involved in international social work/social welfare, including the U.N. agencies

Curriculum Development: Selecting Content

EPAS implies:Emphasis on impact of culture in HBSE and practice coursesThe previous EPAS required attention to international issues in social policy curriculum. The new one is omits this requirement

Curriculum Development (2)

EPAS implies:Addressing international forces of oppression in approach to content on social and economic justiceIncluding human rights content in the curriculum

Content: Cross-cultural knowledge and skill

Knowledge of the role of culture in shaping human behaviorKnowledge of cultures other than one’s own and principles for learning about culturesUnderstanding of the process and impact of voluntary and involuntary migration of peoplePractice skill in cross-cultural communication

Cross-cultural Values and EthicsIntroductory knowledge of different value systems, especially individual vs. communal orientationsAbility to use the IFSW/IASSW Statement of Ethical PrinciplesFamiliarity with the universalism-cultural relativism debate in ethics and human rights and relevance to practiceKnowledge of major human rights laws and principles

Social Policies and Problems

Knowledge of selected global social problems—with emphasis on those with local manifestationsUnderstanding of the social, political and economic impact of globalization

Social Policies and Problems (2)

Beginning ability to identify, analyze and influence national social and foreign policies that affect people in and from other nationsKnowledge of the major world and regional instruments of human rights machinery and law and their local applications

Human Oppression Content

Knowledge of the major forces of human oppression internationally and the interconnections among them

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.

What’s Missing?

Content on the profession internationallyInvolvement of the field curriculumSignificant content for practice curriculum