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  1. Development of a Standardized Social Service Pathway for Children with Complex Cerebral Palsy.Louise Bøttcher, Ole Christensen, Charlotte R. Pedersen & Derek John Curtis - 2021 - Outlines. Critical Practice Studies 22 (1):103-137.
    From a cultural-historical perspective, the impairments of a child with a condition like cerebral palsy have biological origins, but the disability evolves from the mismatch between the child and his/her social conditions for development. One example of this dialectical production of disability can be seen in the challenge of the 21st-century welfare state: How to provide economically feasible health and educational services anchored in evidence-based methods and practices. Standardized social service pathways for children with CP illustrates an attempt to address (...)
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  2. Education in Refugee Camp Contexts.Marion Fresia, Andreas von Känel & Anne-Nelly Perret-Clermont - 2021 - Outlines. Critical Practice Studies 22 (1):32-64.
    The delivery of education in refugee camps has become a key component of humanitarian programs. Since the late 1980s, camps have become the dominant way through which refugee movements are managed around the world. Children, the perfect embodiment of the innocent victim, are particularly targeted by humanitarian aid. When refugee situations become protracted and the temporary permanent, their learning structures tend to be become actual schools made of an administration, a teaching staff and a curriculum. Generally funded and coordinated by (...)
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  3.  1
    Educating Resilient Social Work Professionals.Camilla Sabroe Jydebjerg, Karin Brantbjerg Madsen & Michael Christensen - 2021 - Outlines. Critical Practice Studies 22 (1):65-102.
    This article deals with the concept of vulnerability in social work and how social work students understand the concept of professionalism. The article is based on an empirical study of social worker students and on analysis of the literature used in the education. Theoretically, the article rests upon vulnerability theory as elaborated by Martha Fineman. The analysis suggests that the social worker students share an understanding of the client as vulnerable, and of the social worker as not vulnerable. This entails (...)
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  4. Knowledge as a Tool for Identity Development and Social Transformation.Azwihangwisi Edward Muthivhi - 2021 - Outlines. Critical Practice Studies 22 (1):181-219.
    Inspired by recent advances in research on transformative agency development, and applying relevant conceptual and analytical tools, the paper explores a teacher’s enactment of transformative pedagogy unfolding in the first decade of South Africa’s post-apartheid political transformation. The paper explores the teacher’s struggles for social transformation and self-realization, waged through classroom teaching and learning, blended with culturally situated knowledge practices. That is, the teacher creatively brings together two initially contradictory knowledge practices of schooling vis-à-vis non-school knowledge practices. In this, the (...)
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  5. The Medicalisation of Learning Difficulties Through the Prism of Bronfenbrenner’s Bioecological Approach.Aikaterini Venianaki, Eleni Timplalexi & Manolis Dafermos - 2021 - Outlines. Critical Practice Studies 22 (1):138-180.
    The purpose of this study is to map the medicalisation of learning difficulties in the remote and mountainous areas in Chania Prefecture, Crete, when pupils are referred to Diagnostic Institutes to be assessed and possibly receive a learning difficulty diagnosis. It provides evidence on the fact that the learning difficulties identification procedure tends to be individually oriented and to neglect contextual dimensions, as well as the interactions between them, particularly in light of the consequences of the socioeconomic crisis in Greece. (...)
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    Activist Research in the Global Quest for Social Justice.Eduardo Vianna, André Sales & João Otavio Garcia - 2021 - Outlines. Critical Practice Studies 22 (1):1-5.
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    Exploring the Theory–Practice Dimension of Social Work.Jorunn Vindegg - 2021 - Outlines. Critical Practice Studies 22 (1):06-31.
    This article presents and discusses how theories inform social work practice and what impact this has on the professional-client relation, specifically how social work professionals perceive children and interpret their possibilities. Data for the analysis to come are drawn from a qualitative study of child welfare services in Norway. The aim of the article is to bring to light how theoretical knowledge as well as social workers´ personal experiences influence the professional work, and consequently parents´ and children’s opportunities to participate. (...)
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