Empowering the Shamed Self: Recognition and Critical Social Work

Summary: This article provides a review of the contribution of Axel Honneth’s model of recognition for critical social work. While Honneth’s tripartite conceptualisation of optimal identity-formation is positively appraised, his analysis of the link between misrecognition, the experience of shame and eventual sense of moral outrage, is contested. Drawing on a range of sources, including the sociology of shame, Honneth’s ideas about the emotional antecedents of emancipatory action are revised to guide critical social work with misrecognised service users.

Findings: The intellectual background to Honneth’s recognition model, emanating from leading German philosophers, is described and its application to social work set out. Even so, Honneth’s model is found to be deficient in one primary regard: its assumption about the emotional antecedents to quests for withheld recognition is misapprehended. In particular, the argument in this article is that the ubiquitous emotion of shame, which Honneth argues flows from misrecognition, must be carefully addressed through the medium of relationship, otherwise it might lead to repressed shame and frustrated attempts at social struggle. To this end, a social work process is delineated for dealing with shame, following episodes of misrecognition.

Applications: Honneth’s model of recognition, along with revised ideas about how to recognise and manage shame, is incorporated into a conceptual framework for critical social work practice. With this renewed understanding of the impact of shame, following misrecognition, social workers should be better equipped conceptually to enable service users to take action for empowerment.

Empowering Art: Reconfiguring narratives of trauma and hope in the Australian national imaginary

Aboriginal art has been the source of much contention between art curators, gallery owners, art critics and Aboriginal artists themselves. Early aesthetic debates about whether so-called traditional works should be considered ethnographic or artistic have led, at times, to conflicts over the rights of Aboriginal people to have their works exhibited according to the criteria applied to other kinds of Western artworks. This article explores how the dilemmas of troubled ethno-histories are critically embodied and reconfigured in texture and colour. It considers the problems that silenced histories pose for those responsible for their display to the public. As Aboriginal images often conceal troubled intercultural encounters it asks how artworks can be used to provide a counter-polemic to national rhetoric as artists seek to reshape and improve intergenerational futures. This text is published as a counterpart to the contribution to Disturbing Pasts from the artist Heather Kamarra Shearer.

Empowering Human Services Organizations to Embrace Evidence-informed Practice: International Best Practices

Human service organizations are increasingly using knowledge as a mechanism for implementing change. Knowledge emerging from many sources that may include academic publications, grey literature, and service user and practitioner wisdom contributes toward informing best practice. The question is: how do we harness this knowledge to make practice more effective? This paper synthesizes the lessons learned from eight international organizations that have made a commitment to knowledge mobilization as an important priority in their mission and operation. The paper provides a conceptual model, tools and resources to help human services organizations create strategies for building, enhancing or sustaining their knowledge mobilization efforts. The paper describes a flexible blueprint for human service organizations to leverage knowledge mobilization efforts at all levels of service delivery.

Empowering Nursing Leaders to Facilitate Healthy Work Environments: First Steps

The purpose of this project was to examine the literature for perspectives on healthy work environments (HWE). HWEs have been identified as important factors in the nursing profession to enhance recruitment, retention, job satisfaction, and accountability. This paper identifies that the front line manager is an essential role within organizations, and directly impacts work environments. Within this paper it has been pointed out that professional organizations have provided some general recommendations for improving work environments which include increasing nurses’ accountability and teamwork, providing opportunities for shared decision making, having supportive leadership, providing recognition, educational support, and adequate staffing. However, enacting them all can be difficult due to front line manager capacity, the impending nursing shortage, organizational resources and barriers. Based on the literature, conclusions have been drawn and recommendations for future research have been identified. HWE strategies have been developed with implementation plans for my practice area.

Empowering IDP with SMS: a randomized controlled trial in Bogotá

We carried out a randomized controlled trial in Bogotá, the recipient of Colombia´s highest number of internally displaced people (IDP), to assess whether the use of SMS to communicate eligibility to social benefits fosters the welfare of victimized internal refugees. Only a fraction of IDP are elegible to benefits. We inform eligibility via SMS to a random half of IDP-households who are, and estimate the Local Average Treatment Effect of the text message on the knowledge of the benefits available tothe displaced population. We show that while on the average treated households know their rights better than controls, a more disaggregate analysis suggest that there is variation of awareness across benefits. The intervention was overall successful in empowering IDP and the use of SMS should be widened as a social policy instrument. However our results suggest that text messages should be complemented with other communication strategies, yet to be evaluated.

Empowering partnerships: nurses and those they care for

This chapter:
• explores the traditional roles of nurses and those they care for;
• discusses the concepts of empowerment and partnerships as they apply
   to the provision of health care;
•examines the key concepts of a partnership model:
  a) non-patronising empowerment;
  b) collaborative decision making;
  c)  valuing diversity and individuality; and
  d) mutually beneficial relationship; and
•  identifies the threat to each characteristic of the partnership model.

An introduction to eRoadmapping : providing learning paths for students and empowering teachers

This paper reports on the development of an innovative teaching strategy: an eRoadmap.  Based on the theory of conceptual mapping, the eRoadmap provides an interactive, hierarchical structure for course delivery, using the readily accessible platform provided by Microsoft PowerPoint.  For the student, the eRoadmap provides a self-paced learning environment which encourages student engagement; for the teacher, it provides an environment for the development of a course framework, and the integration of teaching materials from a variety of sources.  Futher advantages of the eRoadmap from the perspectives of both students and teachers are discussed, and future directions for development, evaluation and research are outlined.

Empowering Australian students in African music: experiential education in primary teacher training

Luckman (1996) defines experiential education as a "process through which a learner constructs knowledge, skill and value from direct experience" (p. 7). The core of such learning is practical engagement, contextualised by concepts and skills in guided experiences. This process, to be most effective, should be supported by reflection. This paper considers an experiential program in African music that is part of pre-service primary teacher education for generalist teacher trainees. As part of the Bachelor of Primary Education degree, offered by Deakin University (Australia) students can select an elective subject on African music in the final year of their four-year course. In this subject students learn African music experientially, by playing, singing and moving. These students completed a questionnaire and were interviewed at the conclusion of the unit in 2003. Data collected showed the effectiveness of using an unknown music to explore musical concepts and understandings in an Australian educational setting.