In the field of Native social work education, the concept of "culturally relevant education" is poorly defined despite increasing student enrollment and development of programs. This study employed a qualitative approach to explore with twelve students, enrolled in a B.S.W. program at a Native college in Merritt, B.C., their experiences and meanings of this concept. In-depth interviews and a focus group were conducted; data were transcribed and analyzed, using grounded theory and narrative analysis, to generate concepts, elements, and themes. Four interactive themes emerged, that when taken together, tell a story of what "culturally relevant education" meant to these Native students: the four themes were Learning What It Is To Be Indian; Healing Residual Personal and Cultural Issues; Integrating the Two Worlds, Aboriginal and White; and, Becoming the Teacher. The principle finding was that students made cultural relevance for themselves. Various elements, such as Indian Studies courses and Native instructors, seemed to support students making cultural relevance. This study indicates that making cultural relevance was highly individualistic and situation-specific, and required competence in mainstream culture and a First Nation's culture. Educators, programs, and institutions can, and should, help students access the necessary elements. The main criterion for determining such elements should be the extent to which they strengthen student's Aboriginal self- identity and worth: it seems that strong Aboriginal self-identity and worth is what supported the student's ability to make cultural relevance. Further research into the phenomenon of making cultural relevance is indicated.

The problem identified as the focus of this study is the absence of a scale that measures social functioning with validated norms for any population group in South Africa. The need for such an instrument is highlighted by the importance of measurement to social work practice. Descriptions and definitions of "social functioning" in social work literature are evaluated and social functioning is operationally defined. Various approaches to the measurement of social functioning and contemporary ideas concerning the measurement of marital and family life are explored. Literature pertaining to the Heimler Scale of Social Functioning (HSSF), the measurement instrument selected in this study to measure social functioning, is examined and systematized and research findings on the HSSF are reviewed. The examination of the HSSF is focussed on the reliability of the scale for three population groups in South Africa : Whites, Indians and Blacks. The HSSF was administered to client sample groups (N = 281) from three types of welfare agencies in Durban, South Africa. These welfare organisations represent the counterparts of the British welfare agencies from which samples were drawn in the original validation study of the HSSF. As English and Zulu speaking clients are included in sample groups, the HSSF had to be translated into Zulu. The questions included in the HSSF appear to be suitable in a construct that attempts to measure social functioning and the Zulu translation of the HSSF appears to be acceptable. Findings of the study show that the international norms of the HSSF cannot be applied without adjustment across racial and ethnic boundaries and certain changes to the norms for specific client groups are recommended. / Thesis (Ph.D.)-University of Natal, Durban, 1986.

Theories of anti-oppressive social work address social inequity through social justice perspectives. Recent literature in disability studies and social justice has not been extensively included in social work debate. I locate my research in between these two literatures. I examine how women with disabilities are portrayed in texts used in training undergraduate anti-oppressive social workers. I use an experience-based understanding of knowledge as a feminist social worker and a woman with a disability. The analysis of three texts shows that these particular depictions are wide-ranging though dated, and can unfortunately be mistaken as singularly definitive of all women with disabilities.

Thesis (M.Soc.Sc.)--University of Hong Kong, 1979. / Also available in print.

Thesis (Ph.D.)--Indiana University, 2006. / School of Social Work, Indiana University-Purdue University Indianapolis (IUPUI) Advisor(s): William H. Barton, Nancy Chism, Carol Hostetter, Marjorie Lyles, Cathy Pike. Includes vitae. Includes bibliographical references (leaves 114-118).

PEREIRA JÚNIOR, José Nilton Alves. Política de educação profissional e tecnológica no Brasil: dualidade estrutural e reformas para a formação profissional na Rede Federal de Ensino. 2015. 139f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Políticas Públicas e Gestão da Educação Superior, Fortaleza (CE), 2015. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2015-06-09T12:53:35Z No. of bitstreams: 1 2015_dis_jnapjunior.pdf: 1083717 bytes, checksum: e1a495256d9a052ee8133cf5f568197b (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2015-06-09T16:47:16Z (GMT) No. of bitstreams: 1 2015_dis_jnapjunior.pdf: 1083717 bytes, checksum: e1a495256d9a052ee8133cf5f568197b (MD5) / Made available in DSpace on 2015-06-09T16:47:16Z (GMT). No. of bitstreams: 1 2015_dis_jnapjunior.pdf: 1083717 bytes, checksum: e1a495256d9a052ee8133cf5f568197b (MD5) Previous issue date: 2015 / This paper discusses the current educational policy formation workers under the Federal Professional Education Network. Worries put in the center of the Brazilian society debate as a way to understand what is the place of education in the development of productive forces, their role in the construction of dependent capitalism and how this condition favored the materialization of duality in the education field . Conducted a bibliographical and documentary study, in order to know to what extent the guidelines outlined in the Decree No. 5,154 / 04 and the actions resulting from it are contributing to overcoming the dualist school, that is, the design of vocational training for workers and another for the elite preparatory character. Analysis official documents that guided the educational policies of the past decades has enabled us to understand that the simple repeal of Decree No. 2,207 / 08, separating the high school vocational training, does not guarantee a training onilateral and emancipatory you need the working class. / Esse trabalho discute a atual política educacional de formação de trabalhadores no âmbito da Rede Federal de Educação Profissional. Preocupa-se colocar no centro do debate a formação social brasileira como forma de se compreender qual o lugar da educação no desenvolvimento das forças produtivas, do seu papel na construção do capitalismo dependente e de que maneira essa condição favoreceu a materialização da dualidade no campo educativo. Realizamos um estudo bibliográfico e documental, com o objetivo de saber até que ponto as diretrizes apontadas no Decreto nº 5.154/04 e as ações dele decorrente estão contribuindo para a superação da escola dualista, ou seja, da concepção de uma formação profissional para os trabalhadores e uma outra para a elite de caráter propedêutico. A análise documentos oficiais que nortearam as políticas educacionais das últimas décadas nos permitiu compreender que a simples revogação do Decreto nº 2.207/08, que separava o ensino médio da formação profissional, não garante uma formação profissional onilateral e emancipadora de que necessita a classe trabalhadora.

This study focused on how mainstream, social work education in the Maritime provinces prepares social workers to work with Indigenous peoples. This study adhered to principles of decolonization and Indigenous ways of researching. Five undergraduate, social work educators were interviewed using open-ended questions and a conversational interviewing style. An interview guide was used, and the broader research questions looked at what is being taught about Indigenous histories, politics, policies, research, cultures and worldviews, how it is being taught and who is teaching it? This study used thematic analysis to identify common themes in the data and themes which were interesting to the overall research questions. Themes identified were history, research as change, eurocentrism & deconstruction, allies, classroom as community and Indigenizing and decolonizing. This study implicated important roles for the schools of social work, social work educators, provincial associations and the Canadian Association for Social work education in addressing the multi-generational trauma caused by colonization and oppression of Indigenous peoples. It was concluded that for this to be successful, there is need for more support in the schools of social work for both Indigenous educators and non-Indigenous allies. / Graduate

Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2017-03-27T19:20:27Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação completa_versão final digital.pdf: 1307441 bytes, checksum: f6bd4ca46869eb1c6594b66dfcbd2b1e (MD5) / Made available in DSpace on 2017-03-27T19:20:27Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação completa_versão final digital.pdf: 1307441 bytes, checksum: f6bd4ca46869eb1c6594b66dfcbd2b1e (MD5) Previous issue date: 2015-07-01 / Esta pesquisa buscou desvelar as demandas institucionais e as respostas profissionais mobilizadas pelos/as assistentes sociais nos programas de assistência estudantil das universidades federais de Pernambuco (UFPE, UFRPE e UNIVASF). Para tanto, foi feita uma pesquisa de natureza qualitativa, enfocando o contexto da contrarreforma universitária, em sua nova fase, iniciada no início do século XXI. Esse estudo pretende responder à seguinte questão: como os/as assistentes sociais inseridos nos programas de assistência estudantil estão respondendo às demandas institucionais, tendo em vista que essas demandas expressam um projeto de educação divergente daquele defendido pelas entidades representativas da categoria, especialmente, o conjunto CFESS/CRESS. A nossa hipótese de trabalho apontou que a intervenção do Serviço Social, nesse espaço sócio-ocupacional, é atravessada pela lógica produtivista, a qual demanda o desempenho de atividades imediatistas. No desenvolvimento desse estudo, buscamos apreender as principais determinações para a ampliação da contratação de assistentes sociais para os programas de assistência estudantil. Nesse sentido, realizamos uma análise bibliográfica referente à atual configuração das políticas sociais e, particularmente, do ensino superior e foi visto também o debate promovido pelo conjunto CFESS/CRESS em torno do trabalho dos/as assistentes sociais nas instituições de ensino. Além disso, foi realizada uma pesquisa de campo junto aos profissionais de Serviço Social que atuam na assistência estudantil nas universidades federais de Pernambuco. Como resultados, foi identificado que a inserção dos/as assistentes sociais no ensino superior está relacionada com a tendência de seletividade e focalização que marca os programas de assistência estudantil, que as demandas institucionais são caracterizadas por ações imediatistas e que esses/as profissionais não têm conseguido ultrapassar as requisições institucionais. / This research aimed to reveal the institutional demands and professional answers mobilized by social workers in student assistance programs of the federal universities of Pernambuco (UFPE, UFRPE and UNIVASF). Therefore, a qualitative research was conducted, focusing on the context of the university counter reformation in its new phase, which began in the early twenty-first century. This study aims to answer the question: how social workers inserted in student assistance programs are responding to institutional demands, thinking these demands express a dissenting education project that advocated by organizations representing the category, especially, the set CFESS / CRESS. Our working hypothesis pointed out that the Social Services intervention in this socio-occupational space, is crossed by the productivist logic, which demands the performance of immediacy activities. In the development of this study, we seek to grasp the main determinations to expand hiring social workers to the student assistance programs. Thus, we did a literature analysis for the current configuration of social policies and, particularly, higher education and has also seen the debate promoted by CFESS / CRESS set around the work of social workers in educational institutions. In addition, a field research was conducted with the professionals of Social Services who work in student assistance in the federal universities of Pernambuco. As a result, it was identified that the integration of social workers in higher education is related to the tendency to selectivity and targeting that marks the student assistance programs, the institutional demands are characterized by immediacy and that these professional haven’t managed to overcome the institutional requests.

Promover a dignidade dos cidadãos através de políticas públicas é atuação crucial dos policymakers que compõem a organização do Ministério Público brasileiro. Este estudo objetiva apontar um modelo que aproxime a identidade dessa instituição à da sociedade, expresso na política de promoção da autonomia das pessoas no mercado econômico do trabalho através da educação, na inserção dos cidadãos na sociedade do conhecimento. Apresenta como problema a influência das visões mecanicista, organicista e complexa na implementação dessa política. Quanto ao método, revisa essas visões no pensamento organizacional e na instituição estudada e firma-se nos enfoques sistêmico e fenomenológico e em pesquisa documental. Por meio dos modelos de organização democrática de Ackoff e de sistemas viáveis propugnados por Beer, que oportunizam o confronto com as estruturas de poder interna e externa à organização estudada, esta pesquisa aponta como resultado um modelo que alarga a comunicação democrática dessa organização para além do mecanicismo dominante na gestão de políticas públicas. / Promoting citizens dignity by public policies is a crucial kind of work developed by Brazilian Ministério Público\'s policymakers. This essay goals to point out a model that turns closer Ministério Público and society\'s identities, expressed as the policy that enhances people\'s autonomy in job market by education, that means to integrate citizens in the so called knowledge society. It presents as main problem the influence of the mechanicism, organicism and complex thoughts in the implementation process of this policy. Concerning to the method, this article reviews these worldviews in the organizational literature and is based in the phenomenological and systemic approaches, and in documental survey. All through Ackoff\'s democratic corporation and Beer\'s viable system models, that allow the comparison with inner and outsider power estructures, it points as result a model that enhances democratic communication far beyond the narrow mechanicism approach that up to today is mostly used in public policies management.

In the field of Native social work education, the concept of "culturally relevant education" is poorly defined despite increasing student enrollment and development of programs. This study employed a qualitative approach to explore with twelve students, enrolled in a B.S.W. program at a Native college in Merritt, B.C., their experiences and meanings of this concept. In-depth interviews and a focus group were conducted; data were transcribed and analyzed, using grounded theory and narrative analysis, to generate concepts, elements, and themes. Four interactive themes emerged, that when taken together, tell a story of what "culturally relevant education" meant to these Native students: the four themes were Learning What It Is To Be Indian; Healing Residual Personal and Cultural Issues; Integrating the Two Worlds, Aboriginal and White; and, Becoming the Teacher. The principle finding was that students made cultural relevance for themselves. Various elements, such as Indian Studies courses and Native instructors, seemed to support students making cultural relevance. This study indicates that making cultural relevance was highly individualistic and situation-specific, and required competence in mainstream culture and a First Nation's culture. Educators, programs, and institutions can, and should, help students access the necessary elements. The main criterion for determining such elements should be the extent to which they strengthen student's Aboriginal self- identity and worth: it seems that strong Aboriginal self-identity and worth is what supported the student's ability to make cultural relevance. Further research into the phenomenon of making cultural relevance is indicated. / Arts, Faculty of / Social Work, School of / Graduate