CAN REVERSE MISSION INTERNATIONALIZE SOCIAL WORK--WITHOUT THE HEGEMONY OF RELIGIOUS, SOCIAL, OR INTELLECUTAL CONVERSION?
This article presents the concept and models of "reverse mission" as they come from the fields of theology and mission studies and describe experiential courses in international social work that are designed as adaptations of reverse mission for social work. The courses, one in Mexico and the other...
| Publicado en: | Social Work & Christianity Vol. 31; no. 2; pp. 136 - 162 |
|---|---|
| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
North American Association of Christians in Social Work
Summer2004
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=14257117&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 14257117 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 07375778 R9C jtl: Social Work & Christianity issn: 07375778 maglogo: N pubinfo: dt: Summer2004 vid: 31 iid: 2 pid: 16600 pub: North American Association of Christians in Social Work artinfo: ui: 14257117 ppf: 136 ppct: 26 formats: tig: atl: CAN REVERSE MISSION INTERNATIONALIZE SOCIAL WORK--WITHOUT THE HEGEMONY OF RELIGIOUS, SOCIAL, OR INTELLECUTAL CONVERSION? aug: au: Abram, Faye Y. Shufeldt, Gregory Rose, Kelle affil: Associate Professor of Social Work, School of Social Service, Saint Louis University, 63103. su: Ghana West Africa Social services Dual economy Religions Developing countries sug: subj: Social services Dual economy Religions Ghana West Africa Other Individual and Family Services Developing countries ab: This article presents the concept and models of "reverse mission" as they come from the fields of theology and mission studies and describe experiential courses in international social work that are designed as adaptations of reverse mission for social work. The courses, one in Mexico and the other in Ghana, West Africa, integrate content about the global context of practice into the social work curriculum and sensitize students to the worldwide interconnections of oppression. Student projects provide evidence that these courses also facilitate the transfer of learning from developing countries into social work practice with oppressed and/or culturally diverse populations at home in the 11.5. Exploration of the utility of reverse mission as an approach to international social work education and practice, however, raises questions about its suitability for social work and whether faith- based organizations and/or educational programs can appropriate it for the profession without the hegemony of religious, social, or intellectual conversion. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|