SOCIAL WORK EDUCATORS’ PERCEPTIONS OF THE IMPORTANCE AND RELEVANCE OF ENVIRONMENTAL SOCIAL WORK

It is well known that the effects of climate change and especially environmental inequality are amplified for people who live in poverty or who are marginalised. Social workers internationally and nationally are therefore becoming duty-bound to engage with the issue of environmental social work. Thi...

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Veröffentlicht in:Social Work Jg. 59; H. 1; S. 129 - 151
Hauptverfasser: Arkert, Linda, Jacobs, Issie
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Stellenbosch University of Stellenbosch 01.01.2023
Department of Social Work, Stellenbosch University/ Universiteit Stellenbosch
Stellenbosch University
Schlagworte:
Climate change
Curricula
environmental degradation
environmental justice
environmental social work
Inequality
Perceptions
Poverty
Qualitative research
Sampling
Social perception
Social Work
social work curriculum
Social work education
Social workers
sustainability
Teachers
social work curriculum
environmental social work
sustainability
green social work
climate change
environmental degradation
environmental justice
ISSN:2312-7198, 0037-8054, 2312-7198
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Zusammenfassung:It is well known that the effects of climate change and especially environmental inequality are amplified for people who live in poverty or who are marginalised. Social workers internationally and nationally are therefore becoming duty-bound to engage with the issue of environmental social work. This qualitative study used a descriptive design to explore and describe the perceptions of social work educators of the importance and relevance of environmental social work in South Africa. Purposive sampling was used to sample six social work educators from different universities. Semi-structured interviews were incorporated to obtain the data, which was thematically analysed. The results indicated that social work educators perceived ESW as important and relevant, and indicated that ways of integrating it into the social work curriculum should be explored further.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:2312-7198
0037-8054
2312-7198
DOI:10.15270/59-1-1097