Culturally sensitive social practice, reality or fiction? A theoretical and comparative approach to the fundamentals of cultural competence and its development in the Social Work degree

Authors

  • Joaquín Guerrero-Muñoz University of Murcia

DOI:

https://doi.org/10.30827/tsg-gsw.v7i13.6060

Keywords:

cultural competence, epistemology, social practice, education, learning outcome

Abstract

Cultural competence in Social Work has been recognised by the National Association of Social Workers of the United States as a basic standard of the profession. The objective of this standard is for social workers to have a wide range of knowledge of the client’s culture and develop skills to provide social care and culturally sensitive services. However, cultural competence in Social Work addresses important theoretical, practical and educational difficulties. This article offers an exhaustive evaluation of the different criticisms that socially sensitive social work has received. A crucial aspect of social practice is the teaching-learning process of cultural competence. After analysing the Spanish social work degrees, this paper outlines a multidimensional, holistic and integrated approach that responds to the educational needs of our future professionals. Based on findings, we suggest the systematic inclusion of cultural competence in curricula and the generation of learning outcomes in basic components such as self-awareness, effective communication, decision making, coping situations in intercultural contexts and the understanding of different socio-cultural realities.

 

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Author Biography

Joaquín Guerrero-Muñoz, University of Murcia

Professor PhD in the Department of Social Work and Social Services. University of Murcia.

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Published

2017-12-20

How to Cite

Guerrero-Muñoz, J. (2017). Culturally sensitive social practice, reality or fiction? A theoretical and comparative approach to the fundamentals of cultural competence and its development in the Social Work degree. Trabajo Social Global-Global Social Work, 7(13), 169–192. https://doi.org/10.30827/tsg-gsw.v7i13.6060

Issue

Section

Epistemes
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