Global Social Work Practice: Reflective Practice for Justice and Peace

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Global Social Work Practice Reflective Practice
for Justice and Peace

• Collaborative Course Loyola University of
  Chicago School of Social Work and Vytautas Magnus
  University School of Social Work
• Spring, 2009

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Faculty Loyola Professor Katherine Tyson VMU
Professor Violeta Ivanauskiene
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Group Presentation Assignment

• Imagine You are a team of global social workers
  consulting with the United Nations
• Choose a social problem anywhere in the world
  and
• describe the nature and extent of the problem
  and
• what social workers could do, if they had the
  funding from the UN, to remedy it
• When all the presentations are completed we will
  reconsider our definitions of Global Social Work
  Practice and see if we need to revise it

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The Singing Revolutions In Lithuania, Latvia,
Estonia, 1989-1990 The Baltic Way
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Vytautas the Great (courtesy of Wikipedia)
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Trakkai Castle Lithuania
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Church of Vytautas the Great, Kaunas, Lithuania
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Resurrection Church Kaunas, Lithuania
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TV Tower Vilnius, LT
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About Vytautas Magnus University The beginnings
of higher education in Lithuania go back to the
16th century when, in 1579, the college founded
by Jesuits in Vilnius became a higher school of
education, the University of Vilnius. In 1832,
Czar Nicholas I closed the university. After the
independence of Lithuania was declared, in 1918,
the State Council decided to re-establish the
University of Vilnius. Since Vilnius was occupied
and the Lithuanian government transferred to
Kaunas, this decision was not put into
effect. In 1920, Higher Courses of Study were
begun in Kaunas, laying the foundation for the
establishment of a university. In February 1922,
the Lithuanian Government of Ministers decided to
establish the University of Lithuania in Kaunas.
The ceremonial opening of the university took
place on February 16, 1922. On June 7, 1930, the
university was named Vytautas Magnus University.
It was closed during the Soviet occupation. The
act of re-establishing Vytautas Magnus University
was proclaimed on April 28, 1989.
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Woodcarver at Baltica 2005 Festival, Vilnius,
Lithuania
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Professors Ivanauskiene and Liobikiene Marijampole
, LT
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Professors Ivanauskiene and Tyson Marijampole, LT
2005
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Globalization and Social Work

• What is globalization? (Hare, p. 408)
• Economic
• Ecological
• Social
• Role of global social worker Promote social
  development via
• Direct services (micro and meso level)
• Participating in international policy-making or
  planning organizations
• Knowledge base
• Socially-constructed what is that?
• Theory
• Evidence-based
• Indigenous (Hare p. 415)

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Human rights orientation of this course

• Social services that focus on
• Facilitating healing of social and familial
  trauma
• Advancing social justice within and between
  countries
• Fostering cross-cultural and transnational
  understanding and cooperation
• Advancing self-determination, peace and freedom

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What are social work roles in your country? How
are they similar and different from global social
work practice?

• Advocate
• Program developer and manager
• Practitioner with individuals, families, groups
• School social worker/social pedagogue
• Researcher
• Social policy planning
• Consultant and supervisor
• Educator
• More?

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Characteristics of international social work
(Ahmadi)

• Consolidation of democracy
• Remedying poverty
• Global solidarity, conflict prevention,
  peace-keeping
• Transcending nation-states (20)
• Creation of solutions based on regional needs
  beyond national borders (21)
• Involving new social actors to frame common
  solutions

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Questions about Global Social Work (Gray and Fook)

• Definition p. 628, 630-631
• Four debates (p. 627)
• Efforts towards indigenisation of sw based on
  articulating cultural practices, p. 634-5
• How distinguish local from global now? 635
• Universalizing recommendations 637-638
• SW is instrument of government?
• SW is discourse about it, or practice?
• Who dominates discourse and why?
• Value of universal standards for social work (p.
  629) but how to monitor?
• Final recommendations p. 639

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International Federation of Social Workers

• The International Federation of Social Workers
  recognizes that social work originates variously
  from humanitarian, religious and democratic
  ideals and philosophies and that it has
  universal application to meet human needs arising
  from personal-societal interactions, and to
  develop human potential.Professional social
  workers are dedicated to service for the welfare
  and self-fulfillment of human beings to the
  development and disciplined use of scientific
  knowledge regarding human behavior and society
  to the development of resources to meet
  individual, group, national and international
  needs and aspirations to the enhancement and
  improvement of the quality of life of people and
  to the achievement of social justice.

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What is your opinion of this definition of Global
Social Work?

• The social work profession promotes social
  change, problem solving in human relationships
  and the empowerment and liberation of people to
  enhance well-being. Utilizing theories of human
  behavior and social systems, social work
  intervenes at the points where people interact
  with their environments. Principles of human
  rights and social justice are fundamental to
  social work.
• By International Federation of Social Workers,
  2000

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Tackling Global Poverty (Seipel)

• Define poverty
• 1) Income, 2) Human Poverty Index
• Important facts
• Decline in poverty rate but gap between rich and
  poor countries is growing (p. 198)
• 1.3 billion out of all people in developing
  countries live below the international poverty
  rate of 1 per day
• Great income disparities within regions and
  between regions
• Growth of external debt among developing
  countries
• Commitment to education is not prominent in many
  parts of the world (198) and in some regions has
  actually decreased since the 1980s

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Poverty reduction (Seipel)

• An effective anti-poverty approach must have many
  foundations and be sustainable (199)
• Economic growth with equity (200)
• Support micro-enterprise
• Create jobs through tax policies and legislation,
  w/ training, savings, health services
• International cooperation
• Support fair trade
• Reduce unmanageable foreign debts
• Improve foreign aid
• Social investment
• Inhibit political corruption
• Develop human capital, health equity
• Educate all people
• Facilitate solidarity among poor people to
  advance their political leverage

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Amartya SenDevelopment as Freedom(1999)

• Five distinct types of freedom, all of which
  focus on human choice
• 1) political freedoms,
• 2) economic facilities,
• 3) social opportunities,
• 4) transparency guarantees, and
• 5) protective security (1999, p. 10).
• Definitions
• Transparency guarantees the need for openness
  that people can expect the freedom to deal with
  one another under guarantees of disclosure and
  lucidity. When that trust is seriously violated,
  the lives of many people both direct parties
  and third parties may be adversely affected by
  the lack of openness These guarantees have a
  clear instrumental role in preventing corruption,
  financial irresponsibility and underhand
  dealings (1999, p. 40).
• Protective security citizens need for social,
  economic, and medical safety nets, which are
  needed in many countries as well as in many
  communities in the United States.
• Unfreedom includes the recognition that threats
  to human sustenance are physically dangerous and
  psychologically shackling.

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Amartya Sen Possibility of social choice

• Task develop using systematic investigation,
  broadly applicable and reasonable axioms about
  important aspects of social choice
• Questions in developing social choice theory p.
  188.
• Example how to define poverty? 194 how is
  poverty shared and distributed? What is
  comparative deprivation? 197
• Distinguish adaptation and ability to find
  contentment in life from true social choice

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Freedom and Self-Determination

• Respecting the clients right to
  self-determination is a longstanding value of
  social work
• Ones chosen values, cognition, and intentions
  have significant regulatory impact on subjective
  experience and even on aspects of brain function
• Self-determination is a capacity in each person,
  hence a standard with which to evaluate a
  clients developmental progress it includes
• Multicultural definitions of selfhood (Ewalt)
• Freedom with regard to aspects of life that ones
  choices can direct (Sen 1999)
• Inner freedom from drivenness by intentions
  acquired to cope with traumatizing experiences --
  Reflective awareness of own intentions and goals
  and capacity to freely choose between them

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Self-Determination

• Is the birthright of every person
• Is manifested in
• A capacity to recognize truth in self and others
  (integrity in Stephen Carters1996 use of the
  term)
• A stable perception of and action to advance
  justice (fair, equitable treatment of all)
• The ability to think autonomously about oneself
  and ones world (a free mind)
• The ability to advocate for fair treatment of
  oneself
• Competence in ones chosen work
• A capacity to experience the pleasures of
  intimacy (romantic and caregiving intimacy)

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Practice Implications of Cultural Variations in
Self-Determination

• How directive should social worker be (Gray
  Fook, p. 636-637)?
• How individualized is the notion of self?
• How much freedom of choice does the person
  believe s/he has in that society? How much does
  s/he actually have?

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Discussion Questions

• a) How does the concept of self-determination
  that Patricia Ewalt describes fit with your
  cultural definitions of self-determination? This
  includes both the concept of self, and the
  concept of freedom of choice.
• b) What kinds of obstacles to self-determination
  do clients you have worked with experience?
• c) How do you think social workers can develop
  self-determination for people 1) individually 2)
  in communities 3) nationally 4) globally?
• d) Amartya Sen bases his ideas on concepts of
  Freedom of Choice (see slide) and he discusses
  five kinds of freedom. Give examples of those
  freedoms and unfreedoms in your country.

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Questions raised in the context of post-Soviet
democratization

• What is freedom? (see Jurkuviene Harrison
  Stevenson)
• Freedom for what? Freedom from what?
• What is democracy? (consider Jane Addams
  definition)
• How is democracy maintained?
• What is the role of civil society in democracy?
• How does social work contribute to civil society
  and thereby democracy?

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Developing social services in Russia (Tempelman)

• - Microethnographic study of social workers in
  Russia found
• Despite social problems accompanying
  democratization and societal instability, there
  is excitement about the new freedom
• With democratization and increased recognition of
  social problems, there is a need for defining and
  developing new forms of practice to respond to
  the new context
• Importance of research to establish practice
  models and define problem areas
• Current issues in social work
• Establishing legitimacy of social work as a
  profession
• Social work education

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Discussion questions

• How does your country need to develop and improve
  its democracy?
• How can social workers in your country contribute
  to that process?

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Healey Global Social Work has four key
dimensions

• Internationally-related domestic practice and
  advocacy
• addressing problems that cross national
  boundaries (e.g., trafficking, drug sales)
• Working with international populations
• Professional exchange using knowledge gained
  from other countries to improve practice and
  policy in home country
• International Practice Social workers contribute
  to international development by working in
  international development agencies Grameen Bank
  example p. 11
• International policy development and advocacy
  Social work as a worldwide movement influencing
  policy at the international level, as in
  educational efforts with UN policy deliberations
  on violence against women, p. 13
• Discussion Question What examples of these
  aspects of Global Social Work have you seen?

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Global social welfare organizations

• United Nations (p. 127 ff) - aims of peace,
  international amity, cooperation, and harmonizing
  govt actions to attain common goals 185 member
  nations
• Economic and Social Council
• High Commission for Refugees
• UNICEF
• UNDP
• WHO
• UN Fund for Population Activities
• World Bank provides loans to encourage
  development activities
• International Monetary fund provides technical
  assistance to countries on financial matters
  (banking, taxation, etc.) (p. 135)
• USAID (138) foreign aid program
• Peace corps
• NGO relief and development, advocacy,
  development education, exchange, agencies engaged
  in global sw, agencies with branches in many
  countries

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Efforts to articulate global human rights and
global professional ethics

• The articulation of a view of universal values
  regarding human life
• The United Nations Universal Declaration of Human
  Rights at http//www.un.org/Overview/rights.html
• Example of universal professional code of ethics
  
• The International Federation of Social Workers
  Statement on Ethics at http//www.ifsw.org/en/p3
  8000324.html

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Global Social Work Values

• What is the debate about between universalism in
  values and cultural relativism of values? (Healey
  p. 152)
• Do you have examples of how a clash of values
  relevant for social work is evident in
  cross-cultural human rights concerns?
• In your example, who participates in the
  formation of the cultural values and who benefits
  from maintaining them?
• In your example, how might value clashes be
  reframed so people can benefit from the dynamic
  (e.g. changing) aspect of cultural values?

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Global Professional Ethics(Pettifor, 2004)

• Professional codes of ethics (p. 264)
• promote optimal behavior by providing
  aspirational principles
• regulate professional behavior by monitoring and
  disciplinary action - eg protect people from the
  misuse of professional power
• Promote ethical thinking rather than
  rule-following
• Consolidate professional identity
• Discussion questions
• What kinds of ethical conflicts are problematic
  for social workers in your country?
• Have there been examples of the misuse of social
  workers professional power in your country that
  concern you?

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Discussion questions about developing
professional ethical thinking

• If professional codes of ethics are transplanted
  from one culture to another
• Can the values and standards fit with the values
  and standards of the country to which they are
  transplanted?
• Can the values and the standards be consistent
  with actual practice?
• A basic level of safety, open communication,
  democratic institutions, and human rights may be
  essential for professional ethical thinking (p.
  270 Pettifor). Do you agree? Why or why not?

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Working for reconciliation in the context of
massive societal trauma The example of Rwanda
(discussion of Pham et al., 2004)

• Define precisely the nature of the trauma Rwandan
  people experienced due to the genocide
• What social efforts were made to generate
  reconciliation and how effective were they?
• Judicial
• Legislative
• What associations did the authors find between
  PTSD symptoms and attitudes towards social
  justice and reconciliation?
• Why would PTSD symptoms make it difficult for
  people to feel comfortable working with others?

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Working for reconciliation in the context of
massive societal trauma The example of Rwanda
(Pham et al., 2004)

• Rwanda used three judicial processes to rectify
  effects of the 1994 conflict
• the ICTR,
• Rwandan national trials, and
• gacaca trials.
• People responded most positively to gacaca they
  felt more informed and involved with the process
  (p. 610). When people feel as thought they have
  more control of the outcome, they are more likely
  to support the process. Since gacaca is
  community-based and trials are held publicly
  within the community, people may be more involved
  and committed (2004, p. 610).
• The least positive response was toward ICTR,
  about which Rwandans had the least information.
  Therefore, a lack of reliable information is the
  key factor undermining the capacity of the
  tribunal to contribute to reconciliation in
  Rwanda (p. 610)
• Individuals within the community respond more
  positively when feeling involved in the justice
  process.

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Discussion questions

• What examples do you see in your country of PTSD
  that results from societal or ethnic-level
  violence?
• What are aspects of global social workers roles
  to assist with this PTSD?

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Sex, violence, and economic restructuring in
Kuwait (Tetreault)

• What kind of economic restructuring is currently
  occurring in Kuwait?
• Depressed oil prices force internal economic
  redistribution among social groups can intensity
  ethnic rivalry (237-238)
• What is the role of gender in such a context?
• gender violence incorporated as an element of
  discourse between antagonistic ethnic groups
  (238)
• conflicts over womens proper place mask
  struggles by some groups to retain control and
  power. (239)
• Shutting women up in their houses leaves more
  jobs for men (251) describe how this process
  has occurred in Kuwait

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Stigma and access to care(discussion of Castro
Farmer, 2005)

• How are stigma and discrimination at the heart of
  the AIDS pandemic?
• Define structural violence.
• What did the authors find about why stigma is so
  hard to eradicate?
• How does treatment spark a virtuous social
  cycle? (p. 56)
• If you apply these ideas to clinical social work
  treatment, how would clinical social work
  treatment spark a virtuous social cycle?

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Developing culturally sound definitions of
well-being and mental health(discussion of Wong
Tsang, 2004)

• What are some examples of Western
  misunderstandings of Asian cultures and values?
• What is essentialization, why is it
  problematic, and what alternatives are there? (p.
  457)
• Can you think of other examples of
  essentialization?
• How might essentialization interfere with forming
  a good social work alliance?
• What are the key dimensions of mental health
  according to the Asian women?
• Spirituality
• Social conditions and access to opportunities
• Autonomy and self-confidence
• Thinking about these definitions of mental
  health, how would you define mental health?

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Discussion of The origins of cultural cognition

• What is the pivotal and quintessentially human
  capability?
• Define intention skills of cultural cognition
• How do children learn to read the intentions of
  others?
• What do the authors mean by their statement,
  language is not basic, it is derived (27) and
  why is this important?

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Discussion of Cooperation and competition in
peaceful societies

• How does the researcher define a peaceful society
  and what are some examples?
• What does the researcher conclude about the link
  between competition and aggression by examining
  peaceful societies?
• What are some hallmarks of child rearing in
  peaceful societies?
• What are some rituals that foster cooperation?
  Competition?
• Do you believe that competition fosters
  aggression and violence?
• How can you as a social worker promote peace in
  your country? Globally?

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Discussion questions for Child-rearing and the
development of behavioral inhibition in China
and Canada

• How is behavioral inhibition defined and measured
  in this research? Why is it an important concept
  for child development?
• What statistical associations did the researchers
  find between the mothers attitudes and the
  childrens behavioral inhibition?
• Do you agree with the researchers conclusions
  that cultural values are expressed by the mothers
  express and influence their children?

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Mother and child, China
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Canadian children
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Discussion of Aggression in Russian Children

• How do the researchers define and measure
  aggression and relational aggression?
• How are parenting styles and marital interactions
  defined and measured in this study?
• How can parents minimize dysfunctional forms of
  aggression in their children? Does this vary by
  country and culture?
• Gender differences in relational aggression often
  are noted in the US but not in this Russian
  sample. How do the researchers explain this and
  do you agree?

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Russian Children
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!Kung children
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Effects of Political Violence on Palestinian
Childrens Behavior Problems

• Context
• prior to 1987 Intifada (Palestinian uprising
  against Israeli occupation of West Bank and Gaza
  Strip) 39 of Palestinian children had lost a
  family member, 85 had witnessed
  political-motivated violence
• 50-63,000 children were injured in first 2 years
  of Intifada 18,000 men arrested and separated
  from their children
• Secret police had posed as researchers and
  journalists so intermediaries had to be used to
  conduct interviews
• Research questions (p. 35) What is the impact of
  living in a war zone in the context of other
  developmental risk factors?

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Effects of political violence on Palestinian
children, cont.

• Hypothesis Repeated exposure to violence
  multiplies the risk of children developing PTSD
  (with behavior problems, numbing, dissociation,
  etc.)
• Sample 150 children, 6-9 and 12-15, boys and
  girls, in low-violence and high-violence
  communities, all in 2 parent households
• Measures demographics mothers completed
  Achenbach Child Behavior Inventory children were
  interviewed about their experiences of violence
  Conflict Tactics Scale given to mother re father,
  and child re mother Parenting Stress Index
  completed by mother
• Risk factors counted see p. 37
• Results Palestinian children had same incidence
  of behavior problems as US children exposed to
  chronic violence
• Accumulation of risk evident see p. 39 chart
  as risks went over 4 children went over threshold
  into clinical dysfunction

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Effects of political violence on Palestinian
children (cont).

• Results (cont)
• Gender, age, and community context did not
  multiply risk but in context of high risk, boys
  and younger children showed more risk (p. 39).
• Children are much more resilient to community
  violence in a context of functional families
• Theoretical context and conclusions
• Independence, responsibility, and an absence of
  overprotection are associated with resiliency for
  girls while structure, rules, parental
  supervision and male role model are associated
  with resiliency for boys
• Trauma is associated with overwhelming affects
  and cognitions - younger children are therefore
  more vulnerable to accumulation of risk
• Children in families fraught with conflict
  experience profound accumulation of risk when
  then faced with political violence

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Workshops for Peace in Palestine and New Delhi

• Global Convention on Peace and Nonviolence New
  Delhi, January 31 - February 1, 2004
• Workshops on peace and nonviolent conflict
  resolution, Palestine

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Representations of the individual Post-Communist
perspective

• Research question Can living under two different
  systems (Western European individualism and
  Soviet collectivism) lead to different social
  representations of the individual?
• Background
• Values of individualism grounded in Renaissance
  and humanism (798)
• have roots in economic (Weber), philosophical
  humanistic Kant rationality, intentional
  activity and autonomous thought are supreme
  capacities of human beings, i.e. they are the End
  in Itself 800 and
• political theories (Locke, society arises
  through the voluntary contract of individuals
  trying to maximise their own self-interests
  800, heritage of US constitution and UN
  Declaration of Human Rights
• Is post-modern Western glorification of the
  individual a threat to civilisation and society
  (804)?
• People lack and need the fulfillment of a purpose
  beyond themselves and a sense of social
  connectedness

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Representations of the individual Post-Communist
perspective

• Under Soviets, totalitarian collectivism was an
  ideology forced on citizens, to which they were
  made to conform (802).
• Freedom of individual was a luxury for the
  future, present regarded in terms of ensuring
  victory of proletariat (Class struggle)(803)
• herd mentality with loss of individual freedoms
  and often persecution of dissidents resulted
  (803)
• Theory social representations are forms of
  thinking and of activities based on folk logic.
  They are formed, maintained and changed by both
  implicit and explicit processes they have both
  performative and constructive functions
• some are stable, some change over time (805)
• They prescribe socially shared definitions of
  social phenomena which are enacted in language
  and other forms of communication (805)

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Representations of the individual Post-Communist
perspective

• Method 6 countries compared (selected
  pragmatically not scientifically), with 1172
  people participating
• 2 word association tasks, both contained
  political, ideological, and economic terms, one
  with the word individual, the other without it
• Questionnaire about respondents perceived
  freedom of choice in personal satisfaction,
  professional achievement, financial situation,
  and future planning
• Data analysis
• of the word association tests occurred in the
  form of multidimensional scaling using matrices
  to represent proximity (808, 809)
• Content analysis used to examine free
  associations
• Then descriptive analysis, factor analysis, and
  discriminant analysis (811)

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Representations of the individual Post-Communist
perspective

• Findings
• The positive form of individualism --associated
  with freedom, human rights, self-determination,
  democracy -- was not destroyed under Soviet rule
• Perhaps because these values are needed for human
  survival (820)
• Central Europeans regarded the individual in a
  market economy more positively Western
  Europeans regarded political systems more
  positively (821) - why do you think this is?
• CE people also think they have more personal
  freedoms now than WE people do (consider that
  people evaluate such issues by comparison with
  their recent history 822)
• Interdependence between language and social
  representations (823)

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Representations of the individual Post-Communist
perspective

• How might the differing representations of the
  individual in CE and WE influence social work
  practice?
• What are some implications for global social work
  of the interdependence between language and
  social representations?
• Consider that in Czech and Slovak languages,
  equivalents for term community dont exist
  (823)
• The term individual has many variations in
  meaning (824)
• Czechs and Slovaks associated individual with
  loneliness, also had experienced greatest
  repression under Soviets

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Discussion of Learning to care for clients in
their world (Ryan)

• Why is it challenging to learn how to deliver
  culturally sensitive care?
• How did the students cope with immersion in a
  different culture?
• What are the positive benefits of international
  immersion?

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Research from a Global Perspective

• Why, in global perspective, should we be
  concerned about research?
• What are some of the challenges in conducting
  global social science research that has local
  relevance?
• What are some of the hazards social science
  researchers face?

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International social science research

• What are some differences between international
  research in the physical sciences as opposed to
  the social sciences?
• What are some of the problems prioritized for the
  future of international social science research?
• What is the potential future of international
  social science research?

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Construction of scientific knowledge on the
Mongolian steppe

• How do power differentials work to condition and
  constrain scientific knowledge?
• What are the different groups interacting in the
  research on the Mongolian steppe and how do they
  relate with each other?
• What does the author reference in this
  conclusion The practices of scapegoating local
  populations, ignoring their preferences, and
  dismissing their perceptions through the guise of
  an objective and rational science does not
  advance the cause of development or science. (p.
  515)

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Participatory action and consumer empowerment
research

• What is the core commitment (perspective) of
  participatory action/consumer empowerment
  research?
• How do these methods empower consumers of social
  services? Participants in the research?
• How are these methods challenging for researchers
  to implement?

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Global Peace-building Efforts(Doyle and
Sambanis, 2000)

• Definition Peace-building addresses the sources
  of hostility and builds local capacities for
  conflict resolution. Conflicts are inevitable in
  plural democracies peace-building aims to
  foster the social, economic, and political
  institutions and attitudes that will prevent
  these conflicts from turning violent. In effect,
  peace-building is the front line of preventive
  action.
• At the levels of community and national systems,
  peace-building strategies
• 1) address the local sources of hostility and
  promote respect for ethnic, religious, and racial
  differences,
• 2) develop local capacities for change (local
  economic resources, political participation,
  civil society institutions, social capital), and
• 3) evaluate and build the international
  commitment available to assist change.

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Clinical Social Workers play an Essential Role in
Peace-building

• Many examples indicate that policy-making is not
  enough Social and psychological changes need to
  occur at a grassroots level before, during, and
  after peace agreements are signed (Maoz, 2004).
• Even in countries (e.g., Thailand, Lithuania)
  where there is relative stability, a profession
  of social work, and policies promoting human
  rights and welfare, many social workers and other
  professionals lack the clinical skills of U.S.
  clinical social workers to help carry out human
  rights policies.

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Clinical Social Work Advances Peace-building via

• Reducing hostilities
• Healing the psychosocial impact of traumatic
  experiences
• Understanding, preventing, and remedying peoples
  inhumanity to each other
• Advancing local capacities for change in the
  direction of democracy
• Developing peoples self-determination, affirming
  their motives for truth, justice, and compassion
• Building the institutions of civil society

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Research issues for developing culturally
appropriate social work practice

• Define authentization and its application for
  social workers in non-Western countries
• How does the author define culture? Do you agree
  with it?
• Describe the three central aspects of applying
  research cross-culturally linguistic and
  conceptual equivalence, communication processes
  and styles in different cultures, and forming
  relationships with people

72
Discussion of The New Face of Terrorism

• What are the characteristics of individuals who
  become terorrists?
• What are the psychological processes used by
  terrorist groups to enforce obedience and
  compliance in their followers?
• What are the most effective measures one can use
  to combat terrorism?

73
International social policy

• Definition of social policy Principles,
  procedures, and courses of action established in
  statute, administrative code and agency
  regulation that affect peoples social
  well-being (Healey quoting Dear, p. 219)
• Domestic level policies that have global impact
  ex. Immigration laws and NAFTA (US)
• Global level policies formulated by
  international intergovernmental bodies ex. Human
  rights legislation in UN
• Issues in cross-national comparative policy
  analysis
• Accuracy and comparability of data across nations
• Different definitions of terms and concepts
• Cultural differences in values that underlie
  policies, political environment, and process of
  policy-making

74
Influencing social policy

• What are the different levels of social policy?
• What are some ways that domestic and
  international social policies interface?
• What are some activities social workers can
  undertake to influence social policy (give
  examples, see Healey p. 226 ff)
• In their native countries
• Internationally

75
Transferability of welfare models Examples from
Finland and Estonia

• How do social policies get transferred from one
  country to another (use specific examples)?
• What structural factors foster policy
  development?
• How does cultural diffusion foster policy
  development?

76
Devising Practice Standards for Aboriginal
Out-of-home Care

• Context
• What is the situation of aboriginal peoples in
  Australia?
• Concern expressed by Aboriginal leaders about
  appointment of white Childrens Guardian
• Over-representation of Aboriginal children in
  child welfare system
• Self-determination
• White Australian definition freedom of choice
  (individual)
• Aboriginal collective right to achieve
  reasonable standard of living, ensure being able
  to do things in Aboriginal way, be free of White
  domination
• Why are practice standards important in child
  welfare policy?
• Who develops them and why is it important to
  include multiple cultural groups in standard
  development?

77
Devising Practice Standards for Aboriginal
Out-of-home Care 2

• Office of the Childrens Guardian, Australia
• Evaluating out-of-home care
• Advocating for childrens rights
• Ensuring respect for childrens cultures of
  origin
• Partnership model for developing standards
• Led to insights about challenges facing
  Aboriginal out-of-home care agencies
• University partnership that framed drafts of
  standards in concert with Aboriginal peoples and
  in their language
• Standards available for public review and
  revision http//www.kidsguardian.nsw.gov.au

78
Legacy of the South African Truth and
Reconciliation Commission

• TRC purposes
• Mandated by interim government of Mandela and de
  Klerk (540), context of strife between African
  National Congress and National Party
• Memorialization of victims of human rights
  violations demand for human rights instituted
  by force of law (545)
• distill truth into reconciliation, suffering
  into forgiveness, historical strife into national
  identity, and word into divinity (531)
• What do we learn about memorialization?
• Case of Ahmed Timol, political activist who was
  murdered under apartheid, facts of his death
  covered in lies (532)
• We use their names to remember the larger
  picture of which they were a part (535)
• South African society wanted to relieve itself
  of the burden of its disappeared, through forms
  of speech and action that would make them
  reappear (535)

79
Truth and Reconciliation Commission (cont)

• Collective Mourning
• Making the dead present by identifying with them
  what if they were here, what would they want?
• Finding a way to go on living without the dead
  loved ones the dead loved one comes to represent
  an ideal type
• Memorializing the name into the future
  compensates for the unfairly truncated life
• Transitional justice unique to nations
  transitioning from authoritarian regimes
  characterized by gross violations of human rights
  to liberal democracies (539)
• Need to punish perpetrators and strengthen rule
  of law
• Need for social healing through public
  reconciliation
• Build the moral capital of the new regime through
  spectacles of transition (539)
• delicately appease old regime to prevent a coup
• Strengthen the new regime

80
Truth and Reconciliation Commission (cont)

• Qualified Amnesty (541)
• proportionality standard used to distinguish
  crimes motivated by individual hatred and those
  motivated by larger political aims (541)
• Provided an alternative to civil war
• Promoted moral awe as social attitude (541)
• Setting the agenda in a transitional society is
  about cultural attitudes as well as
  constitutional and civic issues (542), which TRC
  established
• Timols name institutes the moral authority of
  remembrance (543) and a school in his name was
  a demand for justice to take place within civil
  society because Black South-Africans had been
  depived of education under apartheid
• Emphasis on victim dignity
• reimagining the terms of citizenship
• Providing a public focus for debate (rather than
  violence), resulted in solidification of
  political agreement between warring parties
  (544)

81
Understanding and fighting Third World poverty
Learning from the ANC (Saul)

• Third World concept what are the problems with
  it, and what is the usefulness of this
  conceptualization?
• What are current conditions in South Africa (p.
  80-1) and why?
• Sauls critique of NEPAD approachAfricans who
  seek meaningful development for their continent
  will have to become participants in global and
  continental initiatives that proceed on the basis
  of a much more profoundly anti-capitalist
  perspective than the ANC leadership is currently
  prepared to countenance. (81)

82
Crime in transitional societies Example of South
Africa (Leggett)

• Crime problem in South Africa
• increased because, like all transitional
  societies, of generalized social disorder and a
  deep sense of normlessness (582)
• Increased also because of improved public trust
  in police with increased reporting
• Murder rate is down but still 25 higher than the
  US increases in assaults and rapes associated
  with more reporting due to growing consciousness
  of gender violence (584)
• Rising property crime rates are due to growing
  enfranchisement of the population and a sign of
  economic growth and democratization (584)
• Problems inherent in police department
• 10 of police were brutal, uneducated
  kitconstables (587)
• History of use of torture and oppressive ideology

83
Fighting crime through community policing
Strategies for transitional societies (Leggett)

• Police departments
• Are trained largely through experience
• Cannot be rebuilt altogether but must retrain
  existing staff
• SAP police reform
• Process entails making police accountable to
  public, rather than police being an army of
  occupation (589)
• Built on South African police strengths
  controlling crowds, securing public spaces,
  technical skills (handling dogs and forensic
  testing), combating criminal organizations
• Torture no longer accepted, so improved detective
  skills required
• Community policing increased contact with public
  to improve police sensitivity and public trust
  Community police forums designed to provide
  accountability, monitoring, and evaluation of
  police (insufficient public participation at
  present)
• Resulted in over half of victims polled felt
  police were doing a good job (591)

84
Crime, human rights, and democratization(Leggett)

• Human rights advocacy resulted in reduction in
  circumstances allowing use of lethal force (591)
  opposed by police leaders bec of possible
  increased police fatalities
• Two major crime prevention strategies
• National crime prevention strategy (1996) four
  tenets Reconstruct criminal justice system,
  Environment redesign to reduced crime Support
  community values and education Address organized
  transnational crime but had little impact
• National Crime Combating Strategy focused on
  areas with serious and violent crimes, allowed
  crackdowns (search and seizure without due
  process) suppressed statistical reports of
  crime current phase of normalization involves
  sector policing, relying on public identification
  of problems and intensive community contact

85
Aboriginal reconciliation and restorative justice
in Australia

• Premise there is a connection between
  microinjustices and collective case of aboriginal
  communities as victims (289)
• Context disenfranchising aborigines through
  expropriating land rights, violence against them,
  prohibiting tribal cultural practices (282)
  public controversy about official recognition of
  these crimes
• Restorative justice Defined, p. 279, emphasis on
  relationships damaged by crime, and strategies
  for repairing them
• Characteristic processes
• Informal setting, more flexible procedure, guilt
  admitted
• Diversionary conference (280)
• Four key aspects accountability, apology, voice,
  reconciliation (280ff)

86
Aboriginal reconciliation and restorative justice
in Australia

• Authors are advocating broader notion of
  restorative justice to accommodate structural,
  collective, and historical injustices
• Deliberative Poll on reconciliation in Canberra
• conference including disproportionately more
  aboriginal representatives, in English (with
  translators available), small group discussions
  and open sessions
• Community spirit was established
• Goal of apology not achieved debates
• Apologizing suggests personal culpability
• without financial reparation, is apology only
  superficial? (285)
• Successful reconciliation entails more outreach
  of white Australians to learn aboriginal cultures
  and include them in educational curricula (286)
• What would be restored in collective restorative
  justice? (287)
• Microjustice and macrojustice (Roy, 288)
• Concern that reconciliation not turn into
  manipulation to preserve the status quo (289)

87
Divorced from Justice

• Highlighting and criticizing personal status laws
  that are derived from interpretations of Muslim
  Sharia is religiously explosive for some
• Human Rights Watch report on Divorce in Egypt
  (2004), key findings
• Women and men have different systems for
  obtaining divorce (109)
• Obedience complaints filed by men if a woman
  leaves the home without mans permission (110)
• No female judges
• Many Egyptian women become impoverished and
  homeless in divorce process (often giving up all
  financial rights in exchange for divorce)
• Two band-aid solutions (no change in underlying
  legal structure)
• 2000 Kuhl or no-fault divorce instituted
• Family courts established 2004 (114)

88
Muslim womens human rights

• Key human rights violations addressed by Amnesty
  International in response to pressure from
  feminist groups in 1970s-80s for womens human
  rights
• gender apartheid, female genital mutilation,
  honor killings
• Methods 1991 report, advocacy for 77 women in
  detention in Syria (98), publicizing womens
  human rights violations as of 1994
• Arguing against cultural relativism customs can
  be changed, regional activists wanted their
  countrys customs reformed (99)
• Rape defined as torture, training investigators
  to assist victims (100)
• Vienna Declaration included statement that
  violence against women was a violation of human
  rights (1993)

89
Muslim womens human rights (cont)

• UN 4th World Conference on Women, 1995, AI
  included women prisoners, refugees, asylum
  seekers and displaced women
• All women in Taliban-controlled Afghanistan
  defined as prisoners of conscience (101) and
  criticized government policies in Sudan that
  imposed governments interpretation of Islamic
  law on all citizens
• Sponsoring national seminars on eradicating FGM
  (1996), p. 102
• Report on Honor Killings in Pakistan (1999) (102)
• Recognition of the home as a place of terror of
  women, campaigned against forced marriages, abuse
  of domestic workers, debt bondage, trafficking,
  and sexual slavery

90
AI and Muslim womens human rights

• International Criminal Court - in force in 2002
  makes it possible to prosecute human rights
  violations
• Heads of state, officials can be prosecuted
• Victims of domestic violence, trafficking and
  bonded labor can bring suit
• Political asylum laws broadened to include gender
  discrimination
• UN Commission on Human Rights passed resolutions
  condeming marital rape, violence against women,
  in favor of reproductive rights and sexual health

91
Consciousness-raising and community development
(Freire)

• Context literacy education in Recife, Brazil
• Problem internalization of viewpoint of
  oppressor about onself, ones future, and ones
  community
• Results passivity, despair
• Remedy group affirmation of common experiences
  of oppression, naming, compounding individual
  power through group support
• Results motivation for self-education, community
  strengthening and development, affirmation of
  chosen cultural values, group action to advance
  justice

92
Social exclusion

• Defines a new poverty characterized by rupture
  between individual and society in context of
  rapid technological change (Healey, p. 273)
• loss of solidarity as part of a population no
  longer participates in significant opportunities
  available in a society (273)
• Defined globally in terms of gaps between richest
  and poorest nations
• Examples refugees, street children, with poverty
  as major defining feature

93
Balancing economic and social development

• Human capital development investments in
  people that increase productivity
• Social capital development capacity-building in
  communities, building on indigenous groups
• Encouragement of self-employment and other
  productive employment efforts (Healey, p. 268)

94
Grameen Bank

• Underlying philosophy
• poverty is the absence of all human rights
• peace cannot be viable when poverty exists
• People who are poor are most vulnerable to
  victimization by unscrupulous lenders, corrupt
  public officials, or terrorist leaders
• Fighting poverty is the best way to fight
  terrorism
• people who are poor can be entrusted to honor
  loans and better themselves and their families
  once the poor can unleash their energy and
  creativity, poverty will disappear very quickly
  (6)
• Facts about world poverty (see p. 1)
  Globalization must not become financial
  imperialism (5)
• we can reconfigure our world if we reconfigure
  our mindset (5)
• How Yunus started Grameen Bank
• Loaning his own money to his neighbors (next door
  to his campus!) in Bangladesh to help them get
  free of enslaving money-lenders
• Donations grew and poor increasingly ran it
• The bank became self-supporting as people repaid
  loans

95
Grameen Bank - 2

• 7 million borrowers by 2006 (30 years), mostly
  women - 80 of Bangladesh families reached
• Repayment rate is 99
• Loans totalled about 6 billion
• The bank is self-supporting and makes a profit
• 58 of its borrowers have crossed the poverty
  line
• Women sent children to school, bank now gives
  30,000 scholarships every year 13,000 students
  have student loans, with 7,000 per year
• They created Grameen phone (mobile phone company)
  to bring ICT to poor people - the goal is to give
  majority ownership to the poor women of Grameen
  bank
• He proposes a social business - as a solution
  to contemporary economic problems (p. 4)

96
Advancing human rights policy Example of
Chiapas

• Consider the history of working to advance human
  rights in Mexico.
• Define civil society. What is its function in
  advancing human rights?
• What occurs in the low intensity war waged by
  the government military forces against the
  indigenous people of Chiapas? what are the
  consequences of this war?
• What has been the role of indigenous women in the
  struggle for human rights and what are some
  results of their efforts?
• What is the meaning of the conclusion that state
  policy agendas must be consistent with indigenous
  values otherwise, indigenous people will seek
  alternative institutions to promote democratic
  principles (p. 86).

97
Zapatista liberation army 1994 Sources
http//www.libcom.org/history/articles/zapatista-u
prising-1994/ http//www.libcom.org/history/articl
es/mexico-peoples-history-1867-2000/index.php
98
Advocating for human rights in Vieques, Puerto
Rico

• What were the health consequences for the
  Viequenses of continued exposure to US
  war-simulation exercises?
• What organizations were developed to advocate for
  cessation of military exercises in Vieques?
• What was the new strategy of the community
  organization effort?
• What specific activities did they undertake to
  accomplish their goals?

99
Preventing AIDS in China and South Africa

• What factors are associated with participating in
  HIV-STD prevention activities among
  rural-to-urban Chinese immigrants?
• Context Population mobility associated with
  increased risk for HIV infection because of
• lack of knowledge about HIV risk,
• instability of sexual partners in mobile
  populations,
• unemployment and reliance on jobs as sex workers
• Return to community of origin then spreads HIV
• High-risk behaviors are highly stigmatized in
  Chinese culture
• China is in early stages of AIDS epidemic
• Method surveyed a sample of 4,208 migrants in
  Beijing and Nanjing, ages 18-30, recruited in
  public places, primarily Han Chinese ethnicity
  logistic regression statistical analysis used

100
Preventing AIDS in China and South Africa

• Findings
• The more people know about HIV, the more likely
  they are to participate in prevention
• The more people engage in high-risk behaviors
  (engaging in high risk sexual behaviors, using
  drugs), the less likely they are to participate
• Risk of peer involvement or stigma discouraged
  people from participating
• Those who migrated because they wanted to learn
  about the outside world were also more willing to
  participate
• Knowledge is necessary but not sufficient to
  foster behavior-change and motivation reducing
  stigma is important in increasing participation
• Those with the highest risk behaviors are most
  difficult to recruit into health care and
  promotion

101
Preventing AIDS in China and South Africa

• South African context prevalence rate of HIV
  infection 22.4 among pregnant women 12.5 for
  all South Africans
• Experimental design do students exposed to
  intensive teacher-led interventions have more
  knowledge about HIV and AIDS prevention, use
  safer sex, and reduced stigma towards those with
  AIDS?
• Sample 9th graders in 22 schools in
  KwaZulu-Natal Statistical and process analysis
• Findings
• Student knowledge increased significantly but
  safer sex practices did not
• Teachers implemented the program variably, those
  who used it more were more effective in
  increasing safe sex practices

102
Peace-building in Violent Conflict (Maoz, 2004)

• Context 1993 Oslo peace accords between Israelis
  and Palestinians have broken down (p. 565)- so
  How can the goals of peacebuilding be realized
  when there is no peace-making?
• Overall strategy dialogues and joint
  people-to-people projects at the grassroots level
  that aim to transform the relations between the
  sides (564)
• Definition of peace-building
• encompasses, generates, and sustains a full
  array of processes, approaches, and stages needed
  to transform a conflict toward a more