Poverty-aware Social Work: A Paradigm for Social Work Practice with People in Poverty, Michal Krumer-Nevo, Ben-Gurion University of the Negev (Israel)

Participating to a conference at the  Faculty of Psychology and Educational Sciences of Ghent University in Belgium can be enriching. It’s the case of the conference with Professor Michal Krumer-Nevo, from Ben-Gurion University of the Negev (Israel), who is a faculty member at the Spitzer Department of Social Work, and the director of the Israeli Center for Qualitative Research of People and Societies. Her work involves employing and developing critical qualitative research methods, initiating an academic and field program for social workers in poverty aware practice (PAP). In the conference of today, she presented the paradigm of PAP poverty aware practice.

conference-michal-ugentPhoto by Carmen Draghici

One of the interesting things that Prof. Michal Krumer-Nevo  presented was the ethical aspect that should be taken in account in the social work context. For her, social workers should stand by people in poverty in their everyday resistance of poverty. Moreover, social workers behave as partners of poor people and act with empathy toward people in poverty in their everyday interaction.

For more details about this research, take a look on the article and the abstract below:

Krumer-Nevo, M., Weiss-Gal, I., Monnickendam, M. (2009). « Poverty-aware Social Work Practice: A Conceptual Framework for Social Work Education », Journal of Social Work Education, vol 45, no 2, p 225-243.

Despite the profound commitment of social work toward people living in poverty, the social work profession has failed to develop practice based on awareness of poverty. This article shows the ways in which poverty became a marginal issue in social work practice, reviews the literature on teaching poverty in international context, and then explicates the expected educational results and the main course and fieldwork contents. The proposed framework for poverty-aware social work education includes knowledge acquisition, structuring of professional values, skills development, and experiencing. A consideration of the ways in which this content may be integrated into the existing social work curriculum concludes this article.

 

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