A conceptual framework for taking subversive social work into the classroom

Laing, M and Maylea, C 2018, 'A conceptual framework for taking subversive social work into the classroom', Advances in Social Work and Welfare Education, vol. 20, no. 2, pp. 23-30.


Document type: Journal Article
Collection: Journal Articles

Title A conceptual framework for taking subversive social work into the classroom
Author(s) Laing, M
Maylea, C
Year 2018
Journal name Advances in Social Work and Welfare Education
Volume number 20
Issue number 2
Start page 23
End page 30
Total pages 8
Publisher Australian and New Zealand Social Work and Welfare Education and Research
Abstract Social work educators commonly describe aspects of subversive social work, or intentionally small-scale practice behaviours of caring resistance which fall outside the professional, procedural, or even legal boundaries of their roles. In contemporary neoliberal practice environments, subversion offers one way in which social workers can practise ethically and in line with their values. Despite this, subversive social work is not commonly or consistently theorised in social work literature or curricula. In this article we present a conceptual framework of subversive social work comprising three elements: caring resistance, ethical alignment and small-scale practices. We then explore implications of teaching subversive social work in a contemporary social work tertiary educational context. We use this paper to argue that small-scale subversive actions may be the way that social workers can remain aligned with their critical approach and practise in a caring, ethically sound manner. To prepare social work students to practice in this way, we suggest that subversion should be explicitly theorised and taught, with a focus on framing subversive practice within social work ethics and values.
Subject Higher Education
Social Work not elsewhere classified
Keyword(s) Subversion
Subversive Social Work
Deviant Social Work
Subversive Practice
Covert Practices
Social Work Education
Copyright notice © Australian Association for Social Work and Welfare Education Association
ISSN 1329-0584
Versions
Version Filter Type
Access Statistics: 45 Abstract Views  -  Detailed Statistics
Created: Thu, 21 Feb 2019, 12:10:00 EST by Catalyst Administrator
© 2014 RMIT Research Repository • Powered by Fez SoftwareContact us