Walter Lorenz – Wegbegleiter und Orientierungspunkt in der interkulturellen Sozialen Arbeit

First meeting, common interests and ways together The European Centre for Social Welfare, Training and Research situated in Vienna, was our first meeting place. W. Lorenz was interested in the international comparison of the different concepts and perspectives of social welfare problems in the European countries and the different developments in the training of social professions in Europe. The challenge of intercultural, antiracist social work in the context of Erasmus-Intensive Seminars To organize an intensive seminar with the aim to train students and colleagues for intercultural and antiracist competence in social professions, we formed an European network of European universities and schools of s.w. in Vienna (VIENNET), with the support of ECCE (European Centre of Community Education) in Koblenz. “The group discovered that working on these issues in an international context raises issues of ‘difference’ with renewed acuteness”(cit. W. Lorenz). We learned to cope with a variety of differences: biographical, language, theoretical and institutional backgrounds and discourse traditions. A Venue for an Intensive Seminar In choosing a venue for an Intensive Seminar we were relatively free. We locked for a place, “one dream about”, to support in the best way our seminar aims, to promote a base built on knowledge, skills and values particularly in the area of inner/outer borders, disadvantage, ignorance, minorities, majorities, vulnerable groups, racism and xenophobia. In a small village in Burgenland (Austria), very close to the Hungarian border, we thought to have found it. Future Prospect Are we only representatives of our background institutions or did we act and exposed ourselves as persons with a very specific biography and training experience. Can we sustain this created network, as a network of experts and friends in the field of intercultural, antiracist social work? This question is still open.

Social Work in an Ethnically Diverse Europe: The Shifting Challenges of Difference

This article addresses the inherently politicised context of social work practice located within the contested logics and values of national social policy and professional values and identities. Noting the key role of social work in delivering the state’s promise of social citizenship, it is argued that the increasing neo-nationalist sentiments and politics in European states generate significant pressures upon the universalist, inclusive, values of social work in a multiethnic Europe. The academic and policy debate around social cohesion is explored to illustrate how an assimilationist drift in multicultural state policies undermines the capacity of social work services to deliver appropriate, ethnically sensitive, services. It is further argued that the pervasive spread of populist counter-narratives to multiculturalism erode support for anti-racist and transcultural social work practice. In this context it is argued that social work must acknowledge its compromised situation and explicitly develop a political agenda committed to guaranteeing substantive equality in service delivery.

Work in Progress: Social Work, the State and Europe

Social work has had varying relationships with the nation state both over time and between different countries. From its early stages the occupation had both state sanctioned and voluntary streams. Its international dimension has been enhanced in the European context through policy and funding measures over the past few decades. During this period we have also seen the rise of globalising trends leading to questions about the ongoing powers of nation states. This paper examines some aspects of the relationship between social work and the state, taking into account the emergence of European and also international policies and frameworks. The paper focuses initially on migration as an example of a common trend; an area of policy with both national and European dimensions; and a field in which social professionals are engaged to varying degrees. Secondly, it considers the progress of the ‘professional project’ in Europe, using developments in five countries to illustrate some of the issues associated with ‘professionalization’. European and international frameworks may lead to some convergence in national understandings of the key roles of social workers and an enhanced sense of professional identity across nation states, despite very different starting points and current forms of organisation.

Towards the Transversalism of Social Pedagogy

The text below is a small contribution to this discussion about the search for ontological, epistemological and axiological references, which enable us to develop hypotheses that explain social events and processes within the field of social work. It is also a very synthetic presentation of social pedagogy’s point of view on the processes and individually enacted events that occur in the field of practice. We describe this point of view as the transversal dimension of social pedagogy. The thesis of the viewpoint presented here refers to an expectation that social pedagogy, understood as a certain theoretical construct (epistemological-ontological-axiological), will provide us with an orientation for social action undertaken in the field of social practice.

Citizenship and Mental Health Policy in Europe

The problems confronted by people who experience mental disorders are often conceptualised in terms of health and illness. However, these problems extend far beyond the healthcare system, into all areas of human life. Having a psychiatric diagnosis may have a negative impact on every aspect of the individual’s life, leading to the deprivation or limitation of rights in relation to housing, employment, and family life. In this article, some of these problems are discussed within the theoretical framework of debates on citizenship and on human rights. As the context is Europe, reference is made to the recent policy initiatives with the EU, to national and European level consumer organisations and to cases brought before the European Court of Human Rights.

The Diverse Impacts of the Neo-liberal Social Policies on Children’s Welfare and Social Work with Young People: The Finnish Perspective

This article discusses the impacts of globalization, neo-liberal social policies and the Finnish economic recession of the 1990s on children's and young people's welfare. It summarises some of the impacts of Finnish social policies on the everyday lives of families with children and highlights some of the features of the recent and current debates surrounding youth delinquency and the societal reactions to young generations. All this contributes to a contradictory and conflicting societal context which challenges experts in the field of child welfare social work experts to operate - as expected - at the right moment, legally and effectively. Instead of being overly-defensive for the ‘good old’ ways of practicing social work with children, the authors invite social work scholars and practitioners to reconceptualise both the concept of children's citizenship and its position both in child welfare theory and practice in the context of children's global rights.

Soziale Dienste, Schule und zivilgesellschaftliches Klima

In an international perspective cooperation between social services and school has a long tradition. In the German speaking countries we can recognize a historical distance or gap between school and “social pedagogy”, but despite this tradition new forms of cooperation are arising since the last few years. This tendency is part of the development of European societies into “knowledge-based societies” where knowledge and cultural capital are becoming ever stricter criteria for participation in society. This puts particular pressure on those adolescents who threaten to fail in the positional competition for educational qualifications. And it tends to the reproduction and reinforcing of social inequalities due to inequalities in education. For that reason in the article the development of school related social services in different European countries is investigated and it is shown that the increasing pressure to qualification and selection in school creates various problems of integration. Social dimensions of education are pointed out delivering starting points for the cooperation of social services in school and opening opportunities for productive forms of coping with differences between family background, informal social environment and educational milieu in school. Particular attention is paid to differences in socio cultural habits, in socio economical opportunities and in collective practices of interaction. A central focus in the contribution is the orientation towards a participative civil society climate relevant for the interaction between teachers and pupils and between professionals and addressees of social services as well. It is a task of future research in school related social services to analyse their institutional structure and their practices of professional interaction and to find out by European and international comparison in which way social services can contribute to the establishing of a participative civil society climate in school.

Kostenorientiertes Controlling von E-Learning-Plattformen mit dem TCO-Konzept

Zur administrativen Unterstützung von Lehr- und Lernprozessen werden E-Learning-Plattformen eingesetzt, die auf der Grundlage des Internet Funktionen zur Distribution von Lehr- und Lernmaterialien und zur Kommunikation zwischen Lehrenden und Lernenden anbieten. Zahlreiche wissenschaftliche Beiträge und Marktstudien beschäftigen sich mit der multikriteriellen Evaluation dieser Softwareprodukte zur informatorischen Fundierung strategischer Investitionsentscheidungen. Demgegenüber werden Instrumente zum kostenorientierten Controlling von E-Learning-Plattformen allenfalls marginal thematisiert. Dieser Beitrag greift daher das Konzept der Total Cost of Ownership (TCO) auf, das einen methodischen Ansatzpunkt zur Schaffung von Kostentransparenz von E-Learning-Plattformen bildet. Aufbauend auf den konzeptionellen Grundlagen werden Problembereiche und Anwendungspotenziale für das kostenorientierte Controlling von LMS identifiziert. Zur softwaregestützten Konstruktion und Analyse von TCO-Modellen wird das Open Source-Werkzeug TCO-Tool eingeführt und seine Anwendung anhand eines synthetischen Fallbeispiels erörtert. Abschließend erfolgt die Identifikation weiterführender Entwicklungsperspektiven des TCO-Konzepts im Kontext des E-Learning. Die dargestellte Thematik ist nicht nur von theoretischem Interesse, sondern adressiert auch den steigenden Bedarf von Akteuren aus der Bildungspraxis nach Instrumenten zur informatorischen Fundierung von Investitions- und Desinvestitionsentscheidungen im Umfeld des E-Learning.

Changing the Face of Traditional Education

At large, research universities, a common approach for teaching hundreds of undergraduate students at one time is the traditional, large, lecture-based course. Trends indicate that over the next decade there will be an increase in the number of large, campus courses being offered as well as larger enrollments in courses currently offered. As universities investigate alternative means to accommodate more students and their learning needs, Web-based instruction provides an attractive delivery mode for teaching large, on-campus courses. This article explores a theoretical approach regarding how Web-based instruction can be designed and developed to provide quality education for traditional, on-campus, undergraduate students. The academic debate over the merit of Web-based instruction for traditional, on-campus students has not been resolved. This study identifies and discusses instructional design theory for adapting a large, lecture-based course to the Web.

E-Learning 2.0 in hydraulic engineering education

In this contribution the experiences with e-Learning 2.0 applications by using a Wiki for the education in hydraulic engineering are shown. Up to now important information for the students has been prepared by the instructor. For this project the students were asked to collaborate and search on their own for the information they needed. Therefore a Wiki-system was used. For the engineering practice a self dependent realisation of tasks is an important requirement which students should be prepared for. With the help of online communication there should be shown the possibilities for students for working together in an interdisciplinary team. The positive experiences as well as the results of the evaluation of this project plead for a continuation of the application of e-Learning 2.0 for education. The comparison of results of tests without using Wiki and with using Wiki shows a qualitative tendency of better marks. In this contribution we present the application of Wiki in hydraulic engineering but the results can also be used for other engineering disciplines.

Integriertes Informationsmanagement für Bildungseinrichtungen

Der CampusSource Workshop fand vom 10. bis 12. Oktober 2006 an der Westfälischen Wilhelms Universität (WWU) in Münster statt. Kernpunkte der Veranstaltung waren die Entwicklung einer Engine zur Verknüpfung von e-Learning Anwendungen mit Systemen der HIS GmbH und die Erstellung von Lehr- und Lerninhalten mit dem Ziel der Wiederverwendung. Im zweiten Kapitel sind Vorträge der Veranstaltung im Adobe Flash Format zusammengetragen. Zur Betrachtung der Vorträge ist der Adobe Flash Player, mindestens in der Version 6 erforderlich

Social Work Students’ Use of Knowledge in Direct Practice – Reasons, Strategies and Effects

This article describes a study of Swedish social work students’ use of knowledge during their field practice. Data was collected by using short written narratives, where the students reflect on situations from practice, situations they experienced as critical or problematic. The narratives were analysed with a method inspired by the interpretation theory of Paul Ricoeur. The article starts with a discussion adhering to the present trend of evidence-based social work practice. This is followed by a study of 144 narratives from social work students containing critical or problematic events. A quantitative description of the material as well as qualitative model of two type-strategies, that social work students use, is presented. The results show, among other things, that students use several forms of knowledge, where facts/evidence is one of several. The study also shows that there is a strong adaptation to varying critical situations. A conclusion is that it is difficult to a priori define the types and proportions of knowledge to use in social work practice.