Community Research as a Factor Building Inclusive Community in Lithuania

Social and political change in Europe, increasing labour mobility, development of the new European social policy and increasingly global nature of the social problems had a profound effect on the socio-cultural and socio-educational work in community and on its objectives. In order to keep these new communitarian standards of social policy, the first steps have to be made in fostering local community with the perspective it will reach the western European communitarian level. That is the reason why university in these changes started to turn more and more to the society and first of all has put a great emphasis on the community research. This initiative was induced by non-existence of civic tradition during the communist period, the gap in the development of civil society and its culture, the weakness and the poorness of the third sector. This paper is based on the analysis of the community and civil society research conducted during recent years by the researchers of Kaunas University of Technology, Faculty of Social Sciences. The paper involves a review of the research methodology, interpretation of the received data and summary of the results. It discusses both theoretical and empirical possibilities of building and developing inclusive community.

Dalle sfide interculturali, al “romanzo”, al progetto socio educativo integrato

Intercultural challenge, “tale” and social educational strategy, Rome, November 2006: Police and Teachers deal differently with a little group of travellers. The analysis of this recent episode shows that intercultural issues are the basis of the educational commitment of the teachers but also of the prejudice of police and other people looking from outside to the relationship between teachers and travellers. The paradox of a double ethic concerning travellers needs to be deconstructed by the antiracist approach based on children rights. At the same time educational intervention cannot deal efficiently with emergency situations concerning children without cooperation with social work. The article underlines the role of democratic educational institutions in the developing appropriated strategies in dealing with complexes social issues which are not just to be “culturalised”.

Changing ‘Multi-Problem Families’ – Developing a Multi-Contextual Systemic Approach

Over the past 30 years the Marlborough Family Service in London has pioneered multi-family work with marginalized families presenting simultaneously with abuse and neglect, family violence, substance misuse, educational failure and mental illness. The approach is based on a systemic multi-contextual mode and this chapter describes the evolving work, including the establishment of the first permanent multiple family day setting, specifically designed for and solely dedicated to the work with seemingly ‘hopeless’ families. The ingredients of ‘therapeutic assessments’ of parents and families are outlined and the importance of initial network meetings with professionals and family members is emphasized.

Turkey. A Generalist Approach in Social Work Education

A global review of social work education reveals considerable similarity among countries as well as significant differences. Historically, programs of social work education are informed by humanistic values and encompass knowledge of social problems, an understanding of individuals and their environment in interaction, and method of intervention into social and human difficulties. At the same time, structure of social work within the educational system and the length of training vary considerably from country to country. There is no serious international standards' setting for social work education, programs, educators and students around the world. Education programs exist at differing levels of education and for differing periods of time. There are no worldwide data on the number and qualifications of teachers of social work, the number and characteristics of social work students, variations in curricula and type of practicum (Hokeenstad and Kendall, 2001; Hokenstad, Midgley, 1998). North American and European models have had a major influence on social work educational programs in most parts of the world, especially developing countries. Still, the amount of western influence on social work education in developing countries is an issue that continues to be discussed (Hockenstad, Khinduka and Midgley, 1992; Frumkin, Lloyd, 2001). The programs in practice in Europe and North America have influenced the implementation of social work education programs. In recent years this influence has had a big part in the acceptance of the generalist approach. It is very important that social work education programs must be planned in accordance with the social structure and the development process of the society. Because of this, information on the social indicators and social welfare services will be given first then social work education will be stressed upon.

Professional development of social work in Russia

The aim of the paper was to get an understanding about how the profession of social work explains its relevance and legitimacy in today's Russia, to enlighten the importance of socio-political, professional and educational contexts in explaining the societal position of the social work profession in Russia. This paper begins with the analysis of the processes of legitimization, professionalization and constitution of social work in today's Russia. In addition to functionalist and critical perspectives on these three processes, in its second part the paper employs phenomenological approach looking into everyday life theory of social work that is constructed in routine work at the social service agencies. The third part of this paper talks about the issues of social services and social work with family and children in contemporary Russia.

Educational and Anthropological Perspectives: An Italian View on Migration in Multi-cultural Urban Spaces

In contemporary societies there are different ways to perceive the relation between identity and alterity and to describe the difference between “us” and “them”, residents and foreigners. Anthropologist Sandra Wallman sustains that in multi-cultural urban spaces the frontiers of diversity are not only burdensome markers of identity, but rather they could also represent new chances to define “identity” and “alterity”. These frontiers, in fact, can work like interfaces through which to build time after time, in a creative way, a relationship with the other. From this point of view, the concept of boundary can offer many opportunities to creatively define the relation with the other and to sign new options for cognitive and physical movement. On the other side, in many cases we have a plenty of mechanisms of exclusion that transforms a purely empirical distinction between “us” and “them” in an ontological contrast, as in the case when the immigrant undergoes hostilities through discriminatory language. Even though these forms of racism are undoubtedly objectionable from a theoretical point of view, they are anyway socially “real”, in the sense that they are perpetually reaffirmed and strengthened in public opinion. They are in fact implicit “truths”, realities that are considered objective, common opinions that are part of day-to-day existence. That is the reason why an anthropological prospective including the study of “common sense” should be adopted in our present day studies on migration, as pointed out by American anthropologist Michael Herzfeld. My primary goal is to analyze with such a critical approach same pre-conditions of racism and exclusion in contemporary multi-cultural urban spaces. On the other hand, this essay would also investigate positive strategies of comparing, interchanging, and negotiating alterity in social work. I suggest that this approach can offer positive solutions in coping with “diversity” and in working out policies for recognizing a common identity which, at the same time, do not throw away the relevance of political and economic power.

Efforts and Models of Education for Parents: the Danish Approach

The report examines the relationship between day care institutions, schools and so called “parents unfamiliar to education” as well as the relationship between the institutions. With in Danish public and professional discourse concepts like parents unfamiliar to education are usually referring to environments, parents or families with either no or just very restricted experience of education except for the basic school (folkeskole). The “grand old man” of Danish educational research, Prof. Em. Erik Jørgen Hansen, defines the concept as follows: Parents who are distant from or not familiar with education, are parents without tradition of education and by that fact they are not able to contribute constructively in order to back up their own children during their education. Many teachers and pedagogues are not used to that term; they rather prefer concepts like “socially exposed” or “socially disadvantaged” parents or social classes or strata. The report does not only focus on parents who are not capable to support the school achievements of their children, since a low level of education is usually connected with social disadvantage. Such parents are often not capable of understanding and meeting the demands from side of the school when sending their children to school. They lack the competencies or the necessary competence of action. For the moment being much attention is done from side of the Ministries of Education and Social Affairs (recently renamed Ministry of Welfare) in order to create equal possibilities for all children. Many kinds of expertise (directions, counsels, researchers, etc.) have been more than eager to promote recommendations aiming at achieving the ambitious goal: 2015 95% of all young people should complement a full education (classes 10.-12.). Research results are pointing out the importance of increased participation of parents. In other word the agenda is set for ‘parents’ education’. It seems necessary to underline that Danish welfare policy has been changing rather radical. The classic model was an understanding of welfare as social assurance and/or as social distribution – based on social solidarity. The modern model looks like welfare as social service and/or social investment. This means that citizens are changing role – from user and/or citizen to consumer and/or investor. The Danish state is in correspondence with decisions taken by the government investing in a national future shaped by global competition. The new models of welfare – “service” and “investment” – imply severe changes in hitherto known concepts of family life, relationship between parents and children etc. As an example the investment model points at a new implementation of the relationship between social rights and the rights of freedom. The service model has demonstrated that weakness that the access to qualified services in the field of health or education is becoming more and more dependent of the private purchasing power. The weakness of the investment model is that it represents a sort of “The Winner takes it all” – since a political majority is enabled to make agendas in societal fields former protected by the tripartite power and the rights of freedom of the citizens. The outcome of the Danish development seems to be an establishment of a political governed public service industry which on one side are capable of competing on market conditions and on the other are able being governed by contracts. This represents a new form of close linking of politics, economy and professional work. Attempts of controlling education, pedagogy and thereby the population are not a recent invention. In European history we could easily point at several such experiments. The real news is the linking between political priorities and exercise of public activities by economic incentives. By defining visible goals for the public servants, by introducing measurement of achievements and effects, and by implementing a new wage policy depending on achievements and/or effects a new system of accountability is manufactured. The consequences are already perceptible. The government decides to do some special interventions concerning parents, children or youngsters, the public servants on municipality level are instructed to carry out their services by following a manual, and the parents are no longer protected by privacy. Protection of privacy and minority is no longer a valuable argumentation to prevent further interventions in people’s life (health, food, school, etc.). The citizens are becoming objects of investment, also implying that people are investing in their own health, education, and family. This means that investments in changes of life style and development of competences go hand in hand. The below mentioned programmes are conditioned by this shift.

A Socioeconomic Approach to the Development of E-Learning

A multitude of products, systems, approaches, views and notions characterize the field of e-learning. This article attempts to disentangle the field by using economic and sociological theories, theories of marketing management and strategy as well as practical experience gained by the author while working with leading edge suppliers of e-learning. On this basis, a distinction between knowledge creation e-learning and knowledge transfer e-learning is made. The various views are divided into four different ideal-typical paradigms, each with its own characteristics and limitations. Selecting the right paradigm to use in the development of an e-learning strategy may prove crucial to success. Implications for the development of an e-learning strategy in businesses and educational institutions are outlined.