Post-welfare social work? Reconsidering post-modernism, post-Fordism and social work education.
Social work enters the twenty-first century in very different circumstances to those which have prevailed through the major period of its development. We are now in an era that has been characterised as that of 'post-welfarism'. Using recent theories that focus on the ideological and structural aspe...
| Publicado en: | Social Work Education Vol. 20; no. 3; pp. 321 - 334 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Jun2001
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| 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=4742723&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 4742723 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 02615479 36Q jtl: Social Work Education issn: 02615479 maglogo: N pubinfo: dt: Jun2001 vid: 20 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 4742723 10.1080/02615470120057415 ppf: 321 ppct: 13 formats: fmt: @attributes: type: P size: 168KB tig: atl: Post-welfare social work? Reconsidering post-modernism, post-Fordism and social work education. aug: au: Hugman, Richard affil: School of Social Work, University of New South Wales, Sydney, NSW 2052, Australia. su: Social services Social work education Social history Higher education Professional education Career education Post-Fordism sug: subj: Social services Social work education Social history Higher education Professional education Career education Colleges, Universities, and Professional Schools Vocational Rehabilitation Services Professional and Management Development Training Other Individual and Family Services Post-Fordism ab: Social work enters the twenty-first century in very different circumstances to those which have prevailed through the major period of its development. We are now in an era that has been characterised as that of 'post-welfarism'. Using recent theories that focus on the ideological and structural aspects of the social changes within which contemporary social work is developing, this article examines the impact and implications of such changes for social work education. Some conclusions are drawn for a critical approach to thinking about the content and process of professional education. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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