1. Introduction
Jane Fenton
2. Trapped in discourse? Obstacles to meaningful social work education, research, and practice within the neoliberal university
Malcolm Carey
3. Theoretical frameworks in social work education: a scoping review
Dianne Cox, Helen Cleak, Alex Bhathal and Lisa Brophy
4. Resisting neoliberalism in social work education: learning, teaching, and performing human rights and social justice in England and Spain
María Inés Martínez Herrero and Helen Charnley
5. Promoting youth-directed social change: engaging transformational critical practice
Fran Gale and Michel Edenborough
6. Educating for critical social work practice in mental health
Christine Morley and Kate Stenhouse
7. Strengthened by challenges: the path of the social work education in Ethiopia
Ashenafi Hagos Baynesagn, Tasse Abye, Emebet Mulugeta and Zena Berhanu
8. Using creative modalities to resist discourses of individualization and blame in social work education
Patrick O’Keeffe and Elinor Assoulin
9. Resident participation as learning and action – a participatory action learning project in social work education
Håvard Aaslund and Katrine Mauseth Woll
10. Transforming social work’s potential in the field: a radical framework
Sarah Ross Bussey, Alexis Jemal and Sherika Caliste
Biography
Jane Fenton is Reader in Social Work at the University of Dundee, UK. She practised as a criminal justice social worker in Scotland for approximately 11 years before moving to the university in 2006. Her research and scholarship interests are in the newer generations of social work students; the effects of neoliberalism generationally and on practice; free expression and debate in the social work classroom; radical social work; and promoting attention to poverty and inequality by reclaiming liberal values for social work education. She has authored numerous journal articles, chapters, and two books: Values in Social Work and Social Work for Lazy Radicals.
