The Experts below are selected from a list of 81 Experts worldwide ranked by ideXlab platform

Joe Whelan - One of the best experts on this subject based on the ideXlab platform.

  • tales of precarity a reflexive essay on experiencing the covid pandemic as a Social Work Educator on a precarious contract
    Qualitative Social Work, 2021
    Co-Authors: Joe Whelan
    Abstract:

    This is a reflexive essay that documents my experience of being a Social Work Educator and early career researcher on a precarious contract in a university in the Republic of Ireland during the COV...

  • Tales of precarity: A reflexive essay on experiencing the COVID pandemic as a Social Work Educator on a precarious contract
    Qualitative Social Work, 2020
    Co-Authors: Joe Whelan
    Abstract:

    This is a reflexive essay that documents my experience of being a Social Work Educator and early career researcher on a precarious contract in a university in the Republic of Ireland during the COVID-19 global pandemic At the time of writing and during the different phases of the pandemic that have come to pass so far, I have been employed as a coordinator and lecturer on a Bachelor of Social Work (BSW) programme, while also teaching on and contributing to a number of other programmes at both undergraduate and postgraduate level Like Educators the world over, I was thrust into a space where teaching, overnight, migrated online Like many others also, I experience this as someone with little job security, who has moved from one contract to another and who has no certainty as to what the future will bring in respect to ongoing employment At the same time, I am keenly conscious that our students, from our first years who just started out to our fourth years on the cusp of graduation, are also reckoning with enhanced precarity and uncertainty I aim to unpack the implications of this over the course of this essay by drawing on my recent lived experiences In respect to method, I began documenting my experiences from the day the university closed through contemporaneous notetaking in a research journal I also began to archive central university correspondence relating to the pandemic I draw on these notes and materials here While the purpose here is to offer a narrative that is not over-theorised, I do attempt to link my experiences to wider Social, cultural, and political understandings so that what is presented can be described as autoethnography

Min Tong - One of the best experts on this subject based on the ideXlab platform.

Sheila R. Dennis - One of the best experts on this subject based on the ideXlab platform.

Susan Gair - One of the best experts on this subject based on the ideXlab platform.

  • circular movement in the teacher learner roles for advanced indigenous Social Work education
    2009
    Co-Authors: Susan Gair, Lorraine Muller
    Abstract:

    The contribution of Eurocentric curricula to disappointing numbers of Aboriginal and Torres Strait Islander students graduating from tertiary education is identified in the literature. We - a non-Indigenous Social Work Educator and an Indigenous PhD student - describe our quest towards curricula more relevant to and more inclusive of Indigenous peoples rather than solely reflective of colonialist constructions. The chapter begins with the first author revealing how she came to take up the role of learner under guidance from Indigenous community members including the second author. The second author details her roles as student and as teacher. Further, she identifies the absence of a grounded theory for Indigenous practice and her PhD Work towards translation of oral Indigenous knowledge into a Social Work theory that can inform education and practice. ·We model one way for Indigenous and non-Indigenous Educators (and practitioners) to Work in partnership for the advancement of lndigenous Australians.

  • pursing indigenous inclusive curriculum in Social Work tertiary education feeling my way as a non indigenous Educator
    The Australian journal of Indigenous education, 2007
    Co-Authors: Susan Gair
    Abstract:

    The retention and completion rates of Indigenous students undertaking tertiary studies continue to be disappointing. The contribution of Eurocentric curricula to such an outcome has been proposed in the Australian and international literature. Remaining very conscious of my status as a white, female, Social Work Educator teaching at a regional university, over the last six years I have attempted to pursue the development of a more Indigenous-inclusive curricula and thus contribute to increasing Indigenous graduates from our degree programmes. This article documents some of my actions to rectify gaps in my own non-Indigenous knowledge base as a reflective learner under Indigenous supervision within the academy and in the community. Action to advance the development of accurate, useful curriculum and teaching practices respectful of Indigenous knowledges is recommended.

Katherine M. Mccarthy - One of the best experts on this subject based on the ideXlab platform.