The nexus between feminism and postmodernism: still a central concern for critical social work

 In this paper, we provide a critical review of the literature that discusses the nexus between feminism and postmodernism. Further, we argue that the current debates about using postmodernism to enhance structural theories such as feminism are often polarised, and continue to limit the potential for developing critical social work practice and theory. In transcending these dualistic debates, we have explored what the possibilities are for postmodernism to contribute to critical objectives such as those espoused by feminism and why this is particularly important for social work at this point in time. We have contended that engaging with postmodernism critically has significant potential to enhance feminist practice. We begin the article with a justification for the importance of re(visiting) the nexus between postmodern and structural theory in the current context.

Teaching critical reflection: a tool for transformative learning in social work?

In an Australian Bachelor of Social Work degree, critical reflection is a process explicitly taught in a fourth year subject to students who have returned from their first field placement experience in agencies delivering social work programmes. The purpose of teaching critical reflection is to enable social work students to become autonomous and critical thinkers who can reflect on society, the role of social work and social work practices. The way critical reflection is taught in this fourth year social work unit relates closely to the aims of transformative learning. Transformative learning aims to assist students to become autonomous thinkers. Specifically, the critical reflection process taught in this subject aims to assist students to recognise their own and other people's frames of reference, to identify the dominant discourses circulating in making sense of their experience, to problematise their taken-for -granted ‘lived experience’, to reconceptualise identity categories, disrupt assumed causal relations and to reflect on how power relations are operating. Critical reflection often draws on many theoretical frameworks to enable the recognition of current modes of thinking and doing. In this paper, we will draw primarily on how post-structural theories, specifically Foucault's theorising, disrupt several taken-for-granted concepts in social work.

Understanding social work practice in mental health

Book review of: Understanding social work practice in mental health, by Vicki Coppock & Bob Dunn, 2010.

Rethinking social work in a global world

 Book review of: Rethinking social work in a global world, by Gai Harrison & Rose Melville, 2010.

Repositioning social work in mental health: challenges and opportunities for critical practice

This paper emerges in response to the recent initiative by the Australian Association of Social Workers (AASW) to mandate the inclusion of specific, clinically based mental health curriculum into qualifying social work programs across Australia. Whilst the authors affirm the importance of an emphasis of mental health in social work education, we further suggest that the professional repositioning of social work in mental health must be informed by critical/postmodern theoretical approaches. If social work is to engender and maintain its unique and vital role in problematising simplistic, depoliticised and individualising constructions of mental health and illness, we need to promote more contextualised and holistic understandings of people’s experiences. The paper concludes by offering an example of critical mental health curriculum.

Social work practice in mental health: an introduction

Book review of: Social Work Practice in Mental Health: An Introduction

Social work and faith-based agencies in Sweden and Australia

The roles which faith-based agencies play in social work provision vary between countries. This article provides an overview of social work provision by the Church of Sweden in Sweden and the Catholic Church in Australia and explores how different relationships between faith-based organizations and professional social work practice have emerged in different countries. The article concludes with questions about the role of faith-based agencies which readers can reflect upon in their own contexts.

Promoting health and well-being in social work education

This book contains contributions from social work educators from Australia, America, Canada, New Zealand and the UK. They reflect on how best to prepare students to put health and well-being to the forefront of practice, drawing on research on quality of life, subjective well-being, student well-being, community participation and social connectedness, religion and spirituality, mindful practices, trauma and health inequalities.