Oral Presentations and Performances: Session I
Project Type
Presentation
Faculty Mentor’s Full Name
Hannah Knipp
Faculty Mentor’s Department
Social Work
Abstract / Artist's Statement
According to the National Association of Social Workers (NASW) code of ethics, social workers have a professional responsibility to challenge social injustice and pursue social change on behalf of vulnerable and oppressed peoples. As such, I believe the absence of education and political action regarding war in the social work undergraduate program would be a lapse in the responsibilities of the social work profession as detailed by the NASW. While every human being on earth is subject to harm by military conflict, it is those of us who are the most vulnerable and oppressed that inevitably suffer the greatest consequences. Using the methodology of content analysis, I plan to review the syllabi, reading materials and core competencies for the required courses in the Social Work undergraduate program (BSW program). Given the notable omission of this topic in the Grand Challenges in Social Work articulated by the American Academy of Social Work and Social Welfare (n.d.), my hypothesis is that the UM’s BSW Program may also omit this important topic from their curriculum. My aim is to not only bring light any absences regarding the discussion of war, but to advocate for the inclusion of specific anti-war education. As global warfare inarguably numbers among the highest threats to the health of our society, this discussion is relevant not only to the field of Social Work, but to us all. Just as with any other societal ill, there is no remedy to be found in silence.
Category
Social Sciences
Advocating for Anti-War Education in the University of Montana's Social Work Program
UC 331
According to the National Association of Social Workers (NASW) code of ethics, social workers have a professional responsibility to challenge social injustice and pursue social change on behalf of vulnerable and oppressed peoples. As such, I believe the absence of education and political action regarding war in the social work undergraduate program would be a lapse in the responsibilities of the social work profession as detailed by the NASW. While every human being on earth is subject to harm by military conflict, it is those of us who are the most vulnerable and oppressed that inevitably suffer the greatest consequences. Using the methodology of content analysis, I plan to review the syllabi, reading materials and core competencies for the required courses in the Social Work undergraduate program (BSW program). Given the notable omission of this topic in the Grand Challenges in Social Work articulated by the American Academy of Social Work and Social Welfare (n.d.), my hypothesis is that the UM’s BSW Program may also omit this important topic from their curriculum. My aim is to not only bring light any absences regarding the discussion of war, but to advocate for the inclusion of specific anti-war education. As global warfare inarguably numbers among the highest threats to the health of our society, this discussion is relevant not only to the field of Social Work, but to us all. Just as with any other societal ill, there is no remedy to be found in silence.