The profession of social work continues to struggle with the provision of services that must be culturally sensitive to the values and traditions of the people who live in rural neighborhoods and colonias along the U.S.–Mexico border. The diverse populations that live in the border environment are self-reliant and distrust outsiders. This most salient fact creates opportunities for social work programs to adopt the person-in-the-environment approach to assessment. In so doing, the gente (people) in need of services are more apt to feel respected and will facilitate access to their families and communities. The rurality paradigm was developed to provide an understanding of the underlying ideologies of the community first and foremost. Rurality views people’s self-image as constructed by their interactions with each other and the environment. Social work practice in rural areas continues to be at the forefront of both educational and professional concerns. A paradigm shift is advocated to capture the “rurality”- defined lifestyle found along the U.S.–Mexico border of South Texas. This approach provides a more in-depth view of the social interactions necessary for competent, culturally sensitive social work practice.
This article focuses on the long-standing global concern of children who live or work on the street, with developing countries having a larger share of the problem. It reviews the paradigm shift in the way we look at the “street children” phenomenon and the appropriateness of the new terminology, street-connected children. The article maintains that with an increased understanding of different aspects of the life experiences of these children, through research and practice, it is possible to move toward a more precise definition and estimation of the phenomenon. It also elaborates how social work interventions in different parts of the world have demonstrated effective strategies to work with street-connected children and include them in the larger agenda of child protection at the local, national, and global levels.
Philip M. Ouellette and David Wilkerson
The growth in technological advances in recent years has revolutionized the way we teach, learn, and practice social work. Due to increases in educational costs and the need for students to maintain family and work responsibilities, an increasing number of social work programs have turned to today’s advances in technology to deliver their courses and programs. This change has resulted in the creative use of new multimedia tools and online pedagogical strategies to offer distance web-based educational programming. With increases in technology-supported programs, recent research studies have identified a number of areas needing further investigation to ensure that quality distance education programs are developed.
Kathy Absolon and Giselle Dias
A paradigm shift in Indigenous social work education centers on Indigenous knowledge. Indigenous educators are asserting the place of Indigenous knowledge, language, and culture in Indigenous social work education and have been leaders in generating significant changes over the last 40 years. Shifts have occurred over a continuum time spanning pre-contact and contact through colonization, education as a mechanism of the colonial project, movements of Indian control over Indigenous education, decolonizing education, and into the paradigm of Indigegogy. The article focuses on Indigegogy illustrating a deeper look of Indigegogy as an Indigenist paradigm. The intention of this article is to contribute to the understanding and knowledge of Indigegogy within an Indigenist paradigm with the intention of continuing the return of Indigenous social work education back to Indigenous peoples interested in learning the ways of the people, in the ways of the people.