School of Social Work 2001 Syllabus PDF

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Programs at Algonquin College are delivered using a variety of instruction modes. Courses may be offered in the classroom or lab, entirely online, or in a hybrid mode which combines classroom sessions with online learning activities. Upon registration, each full-time student is provided an Algonquin...

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School of Social Work BSW Program Social Work 2001: Structural Analysis and Social Work Fall 2019 Class Time: Fridays 11:35pm – 2:35pm Location: Mackenzie Building 3380 Verify on Carleton Central Instructor: Natalie Dickinson, MSW RSW Email: [email protected] OFFICE HOURS Fridays 9:30 – 10:30, Room 613 Dunton Tower Teaching Assistants: Erin MacLeod Email: [email protected] Tara McWhinney: [email protected] OFFICE HOURS: TBD

It is extremely important to read this course outline. It is imperative that you familiarize yourself with this course outline so that you are aware of when your assignments are due.

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STATEMENT REGARDING POLITICAL COMMITTMENT Classes in the School of Social Work are committed to reconciliation to redress the historic and contemporary burdens of colonialism borne by the first peoples of Canada. This also means challenging other relations of oppression including, but not limited to: anti-black racism, racism, sexism, classism, ableism, heterosexism and cisnormativity. We operationalize this commitment by examining historical and structural relations and, in the classroom, through our personal practices of critical self-reflection, humility, openness, and respect in interpersonal relations as we engage in the collaborative and ongoing process of critical social work education.

COURSE CALENDAR DESCRIPTION SOWK 2001 [0.5 credit] Structural Analysis and Social Work: Evolution of structural social work, theories and critiques of structural social work and contemporary issues and challenges. Precludes additional credit for SOWK 2000 (no longer offered). Prerequisite(s): SOWK 1001 and SOWK 1002 (or SOWK 1000). For Bachelor of Social Work students only. Lecture time: three hours a week.

EXPANDED COURSE DESCRIPTION This course will begin with a brief review of some major historical themes in social work and social welfare in Canada including the development of social work as a profession. A major part of the course focuses on structural social work as an approach to understanding various aspects of social work and social welfare. At a general level, structural social work refers to an approach that recognizes individuals, families, groups and societal problems are embedded in larger socio-economic and political environments and that these environments have a bearing of how people’s experiences are manifested. Within a structural approach, various specific theories will be explored. Through critical reflections and dialogue, the course will support students in developing reflexive skills in social work practice and analytic skills in understanding the context social work in Canada.

COURSE OUTCOMES Upon successful completion of this course, the student will: 1. Explain and analyze the dominant socio-economic, political and ideological structures of society and the relations of power and authority that result from these structures as well as the roles they play in shaping both direct practice and policy practice. 2. Explain how social work can advance human rights and social justice in Canada and internationally.

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3. Critically analyze how social workers are connected to social relations of class, race, culture, indigeneity, ability/disability, ethnicity, sex, and gender among others, and how this affects our practice as social workers. 4. Demonstrate self-reflection and use of critical thinking skills to identify own social location and awareness of personal biases for engaging in effective and accountable practice. 5. Articulate a professional identity as a structural social worker with unique skills in structural (radical/critical) practice. 6. Summarize and critique a range of theories in social work. 7. Apply social work theories to direct practice contexts. 8. Articulate the role of social change in social work and have strategies and methods for working to effect social change such as working in or building coalitions.

COURSE TEXTS Required Books 1. Textbook: Lundy, C. (2011). (2 ed). Social work, social justice & human rights: A structural approach to practice. University of Toronto Press. nd

The course text is available at Haven Books 7 Café located at 43 Seneca St. 2. Books for Book Review Assignment: Students will choose only one book for their book review from the list below. Students must sign up for their book choice on CuLearn under Week 1 as there are only 30 spots available for each book. The signups are on a first come first serve basis. The signup link is located on CuLearn and will open Thursday, September 12 at 8am. Please ensure that you are purchasing the correct book for your book review. Books with the same name by different authors will not be graded. These books will be available on reserve at the Library and at online retailers. A. Wagamese, Richard. (2012). Indian Horse. Vancouver/Toronto: Douglas & McIntyre. D&M Publishing. (220 pp.) B. Coyote, Ivan. (2016). Tomboy Survival Guide. Vancouver: Arsenal Pulp Press. (231 pp.) C. Dobson, Kathy. (2011). With a Closed Fist: Growing up in Canada’s toughest Neighborhood. Montreal, Quebec: Vehicule Press. (218 pp.)

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*** Please note: these books cover topics that some students may find difficult; please see me in the event that this applies to you.

Suggested Books: American Psychological Association. (2015). (6 ed). Publication Manual of the American Psychological Association. CreateSpace Independent Publishing Platform. th

For APA referencing style, please see also http://www.apastyle.org/ Copies have also been ordered to be placed on reserve in the MacOdrum library. All other required readings will be accessible through Ares (via CULearn). Please complete all readings: Individual readings are designed to be complementary to each other and class content rather than simply repeating the same material. Students are therefore expected to do all readings each week in order to participate fully in and gain maximum benefit from the course. Reserves, Assigned Readings, ARES and Copyright: All of the required and suggested books are placed on reserves at the Carleton University Library. The Ottawa Public Library also has copies of the books required for the book review. Due to copyright issues, we cannot scan all of the chapters and put them on ARES. The library staff do their best to scan and place on ARES, what they are legally able. If you do not find a scanned chapter in ARES please note that I have put the book on reserve. This means that students need to plan ahead in terms of their readings especially since quiz material is based on class readings.

COURSE ADMINISTRATION CULearn is an essential tool for students. Students are expected to check CULearn on a regular basis. The announcements and assessments sections will be used to disseminate all important news. Students are encouraged to ask general questions through the forums, so that all students may benefit from the responses. Direct communication: It is Carleton policy that students communicate with instructors and Teaching Assistants using their Carleton email account. The division of communication between the

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instructor and the TAs in this course will be announced to students in the first class and posted on CULearn. The instructor will do their best to respond to all enquiries within one working day of receipt (for example if you send an email on Monday morning, she will try to respond by the end of the day on Tuesday). This includes the period leading up to deadlines; therefore, emails sent the day the assignment is due may not be answered before the deadline. TAs may set their own policies regarding communication. Please note that neither the instructor, nor the TAs, will respond to requests for information that has already been provided in the course outline, the lecture, or on CULearn. If we receive such requests we may reply with a standard response instructing you to check the information already available. So, to save everyone’s time, please check first to see if your question is already answered elsewhere.

COURSE REQUIREMENTS Attendance and Constructive Participation You are expected to attend all classes, arrive on time and stay for the duration of the class. An attendance sheet will be circulated for every class. It is your responsibility to sign the sheet. If your name is not on the attendance sheet, you will be considered absent. If you become ill or if there is an emergency situation, you are expected to notify the instructor. After two missed classes, you will lose 3% of your final grade for each subsequent class missed. This may be an entire class or the sum total of partial classes missed. The only exception to this will be for those classes that are missed for exceptional circumstance which must have appropriate documentation (i.e. doctor’s note, death certificate etc.). Please try to provide the instructor in advance of your absence or as soon as possible following your absence.

Even in the above-mentioned situations, students must attend a minimum of 9 classes per semester in order to be eligible to receive the course credit. Please note it is an instructional offense to sign someone else’s name on the attendance sheet. Constructive participation is not measured in terms of how often you speak, but in the quality of the comments you make and the sensitivity and respect that is shown towards others in the group, to the course instructor and guest speakers.

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ASSESSMENT OF LEARNING

Student Evaluation

Open

Closed/Due

Value

Online Quiz 1

6 pm ET on Oct 4/19

6 pm ET on Oct 9/19

5%

Online Quiz 2

6 pm ET on Nov1/19

6 pm ET on Nov 6/19

5%

Online Quiz 3

6 pm ET on Nov 29/19

6 pm ET on Dec 4/19

5%

Critical Reflection Paper

6pm ET on Sept 6/19

11:55 pm ET on Oct 18/19

10%

Book Review

6pm ET on Sept 6/19

11:55 pm ET on Nov 8/19

25%

Research Paper

6pm ET on Sept 6/19

11:55 pm ET on Nov 22/19

30%

Demonstration Project

6pm ET on Sept 6/19

11:55 pm ET on Nov 22/19

10%

Integration Paper

6pm ET on Sept 6/19

11:55 pm ET on Dec 6/19

10%

Total = 100%

A. Online Quizzes

3x5% = 15% of Grade

Students will complete 3 quizzes based on assigned readings. Quizzes are designed to check that students have understood key information in the readings. Quizzes are open book and consist of 15 multiple choice, matching, and true and false questions. Once students begin each quiz, they will have 15 minutes and only 1 attempt to complete it. However, in order to accommodate students who may require more time all students will be given 30 minutes. Please contact the instructor for extended time only if your PMC letter of accommodation details that you require more than 100% extra time on exams (i.e. more than 30 minutes on a 15-minute quiz). The quiz will open after the last class that is based on the readings in CuLearn and will be open for 5 days. Quizzes must be completed in CuLearn no later than the specified date and time. 6

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Online Quiz 1 Based on Readings from Weeks 1,2,3 & 4 o Will open at 6pm ET on Friday October 4, 2019 until Wednesday, October 9, 2019 at 6pm ET Online Quiz 2 Based on Readings from Weeks 5, 6, 7 o Will open at 6pm ET on Friday, November 1, 2019 until Wednesday, November 6 at 6pm ET Online Quiz 3 Based on Readings from Weeks 8, 9, 10, 11 o Will open at 6pm ET on Friday, November 29, 2019 until Wednesday, December 4 until 6pm ET

Students are encouraged to not leave the quiz until the deadline. There will be no make-up quizzes under any circumstances. Extensions will only be granted under exceptional circumstances which must have appropriate documentation (i.e. doctor’s note, death certificate etc.). Each student is responsible for ensuring that they complete the quizzes as directed. Technical problems will not be accepted as a legitimate reason for extension. B. Critical Reflection Paper: Understanding my Social Location

10% of Grade

Understanding our social location helps us to determine who we are in relation to those who hold power in society, thus unveiling the privilege and power we are awarded in relation to others, or the oppressions that we face. As structural social workers, we should understand our own social location in order to question and challenge preconceived assumptions that we may hold in relation to the people we are working with in our practice. The purpose of the assignment is to look at yourself from an “outside perspective” and consider how the interrelation of your family history, class, race, sexual orientation, gender, ability and/or country of origin etc., have influenced you, and shaped the opportunities that you have. Complete a two-page (~500 words, double-spaced, 12-font, 1-inch margins), excluding the title page and reference list, critical reflection on your own social location. Your paper is due at 11:55pm ET on Friday October 18, 2019 and is to be submitted via assignment dropbox via CuLearn. Please see below for additional information regarding submitting an assignment on CuLearn. Grading:   

Critical reflection on own social location through an intersecting lens of class, race, culture, indigeneity, ability/disability, ethnicity, sex, and gender (8 marks) Clarity of expression, grammar & spelling, APA style & citations (2 marks) Total 10 marks

More information about the assignment will be provided in Classes 3, 4 & 5.

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C. Exploring a Practice or Social Justice Issue Through a Book Review

25% of Grade

The books picked for this assignment deal in a serious way with an issue concerning social justice or a social/personal problem with which a social worker could be involved. After reading the book, write a book review of 6-7 pages (~1500 – 1750 words, doublespaced, 12- font, 1-inch margins), excluding the title page and reference list, with APA citation. The book review must: 1. Present a concise summary of the book’s content and especially identify its central subject matter of theme(s) and how it explores that subject/theme(s). References should be made to key parts/events/quotes from the book (8 marks) 2. Explain, in the context of this course, why the book is important and relevant to social work and for social workers. How might a structural social worker be involved if none is? Reference to academic literature will help support your thinking in this section (5 marks) 3. Critically reflect on the subject matter and the author’s success or failure (or both) in exploring the book’s theme(s). Reference to other academic literature in this section will help and support your own thinking (5 marks) 4. Summarize your “findings” and make a recommendation for or against the book to other potential readers. Include in this concluding section how well written the book is, its accessibility to you as a reader and the extent to which you felt your own ideas were challenged, further developed or changed (4 marks) 5. Clarity of expression, clear format, grammar & spelling, APA style & citations (3 marks) Total 25 marks. Your paper is due at 11:55pm ET on Friday, November 8, 2019 and it is to be submitted via assignment dropbox via CuLearn. Please see below for additional information regarding submitting an assignment on CuLearn.

More detailed information about the assignment will be provided in Classes 6 & 7.

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D. Social Justice Research Paper & Demonstration Project Part 1 – Paper

30% of Grade

This is a research paper examining a particular social issue or injustice of interest to social work. The paper should describe the nature and extent of the issue and draw on social theory(ies) to analyze its social context with particular attention to the ways that social structures of inequality affect and/or are affected by it. The paper should 8-10 pages (2000 – 2500 words, double-spaced, 12-font, 1-inch margins), excluding the title page and reference list, with APA citation. 1. The nature and extent of the social issue/injustice and why it is a concern for social workers (6 marks) 2. A discussion of the human rights implications (4 marks) 3. An analysis that addresses the differing impact of the concern based on one’s race/ethnicity, social class, gender, sexual orientation, and ability (7 marks) 4. Outline the social services available to provide assistance to those who are affected. What is the role of social work in the provision of these services? (4 marks) 5. Evaluate whether the current social work response is adequate, if yes, explain why and if not propose an alternative and explain why it is preferable. Consider possible counterarguments and objections (5 marks) 6. Clarity of expression, clear format, grammar & spelling, APA style & citations (4 marks) Total 30 marks. Your social justice paper is due by 11:55pm ET on Friday, November 22, 2019. The creative portion of your demonstration project can be submitted via assignment dropbox via CuLearn if it is a link to a video or uploaded video/pdf OR in class if it is a poster/art etc. You can submit multiple files. It is the responsibility of the student to comment/note how many files they are uploading. * Please note that there is a limit to the size of the video that you can upload to CuLearn. Please see below for additional information regarding submitting an assignment on CuLearn. Part 2 – Demonstration Project

10% of Grade

Based on your social justice paper develop an advocacy based demonstration project to bring this social justice issue to the attention of a chosen group. You can be creative in how you materialize this demonstration project i.e. short video, art, poem, song, poster etc.

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* All students are expected to connect with me OR a TA about the appropriateness of the chosen medium/mode for their demonstration project. Students are expected to connect with us via email or meet in person during office hours * - Creative output (6 marks) - Shows careful planning as opposed to last minute preparation - Reflects an understanding of the selected format and a rationale for using that format - Reflects an exploration of the creative format’s potential to bring out new understandings and experiences for the audience - The audience can understand what is being explored through the project/ clarity of expression - It is informed by your research on and analysis of the social justice issue rather than independent from it - Reflects a strong conceptual understanding of the social justice issue - Reflects a consideration of accessibility - Your creative submission will be accompanied by a 1-page summary of what you are trying to accomplish in your demonstration project (~250 words, double-spaced, 12font, 1-inch margins) (4 marks broken down below) - Who is the target audience of your advocacy/demonstration project? (1 mark) - What message are you trying to convey through your project and do you think you are successful? (1 mark) - What may be a critique of your chosen demonstration project medium/mode (the way you present it) (1 mark) - Clear format, grammar & spelling, APA style & citations (1 mark) Total: 10 marks Your demonstration project is due by 11:55pm ET on Friday, November 22, 2019. Please submit the 1-page summary via assignment dropbox via CuLearn. Please see below for additional information regarding submitting an assignment on CuLearn. I will compile the demonstration projects into a slide show/video and demonstrate them during last class (week 12). More detailed information about the assignment will be provided during Classes 8, 9 & 10.

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