The concept of recontextualization has received minimal attention in social work literature. Exploring the practical and political ways in which social work has been re-constructed in contexts different to mainstream human services is the focus of this chapter. By linking recontextualization with social work, the authors are extending its meaning beyond what it had come to mean to date. Reflecting upon the authors' lived praxis experience provides insights into how their wish to explore recontextualization in social work features at different stages in their own journeys. Contributions from social workers in Africa, Asia-Pacific, South America, and Australia provide a kaleidoscope of ways in which social work is being recontextualized. Some of the ways they achieve this is by reframing social work within the post-human space and integrating Ubuntu philosophy, which highlights Indigenous knowledge, wisdom, and relationships encompassing all people and their environments, enabling interconnectedness and community solidarity for collective power in professional practice and political activism.
TopIntroduction
Whilst employed in my first welfare position in a government department, alongside the institutionalized, individualized residual service delivery I was participating in the final course towards my undergraduate degree. Neutrally named “Social Organization B” was sociology for social work students. This awakening to new theories which challenged many previously taught in micro intervention courses, provided an overall understanding of the context in, and with which I was struggling. Out of this learning emerged a crudely conceived structural approach to social work (1967-9).
A few years later in 1973, I was involved in organizing a state-wide conference at which the newly elected Australian Labor government announced the Australian Assistance Plan. Aimed at bringing about cooperative social planning on a regional basis (Graycar, 1974), the government’s national strategy was for “citizen engagement and local determination” (Hall, 2020: p.8). Introducing “the Plan”, as part of my next social work role in a rural region (1974–5), provided opportunities to operate innovatively, engaging in strategies facilitating access for small groups and communities to resources previously unforeseen.
During this period an introduction to participatory action research by Yoland Wadsworth, a pioneer in the use of integral and transformative social research and evaluation in health and human services, demystified research for me. Yoland’s popular best-selling books Do It Yourself Social Research (1984) and Everyday Evaluation on the Run (1991) as well as her workshop teaching showed, how engaging in collaborative social research could “build in” inquiry as part of social work per se. Integrating participatory action research into my everyday practice resulted in personalizing my research whilst politicizing my social work. This had a considerable impact upon my involvement in a later project that included a structured qualitative longitudinal study.
The need for a greater diversity of post-secondary, para-professional training courses to meet the increasing demand for workers in the social and community services industry in Australia in the 1980s led to the formation of an Advisory Committee to oversee this process in the state of Victoria. Whereas the training needs of workers with clearly defined sectors of the population (for example, child-care) were easier to ascertain statistically, those engaged with broader sections of the community (for example welfare workers or community workers) were less visible and quantifiable. As a member of the planning team in this area of tertiary training and further education (Technical and Further Education Board, Victoria) we used a modified participatory action research (PAR) approach to ascertain the nature of, and demand for, the more general courses. A key finding of this study was the widespread need for flexible access to education for workers, many of whom were involved in community centers, neighborhood houses, linked closely with local communities, or some active in social change and social development.
The relevant union at that time (Australian Social Welfare Union), a major player in the human services industry and key consultant with the planners, used the findings of this research as evidence to support their case to establish a Community Development Worker award. Major achievements, especially for mature aged workers without qualifications, included the case won by the union in conjunction with colleagues at two local universities, towards articulation, and establishment of the award distinguishing the roles and responsibilities of community development workers from those of welfare and social workers. This award was aligned with an Associate Diploma (Community Development) course at the (TAFE) Colleges, articulating into the third year of a Degree in Community Development at some universities. PAR was integrated into the curriculum as a core component in both programs. Acquiring an overview of the expanding social and community services industry increased my awareness of the need to question the social work education programs taught at the majority of social work schools in Australia.