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Social work education’s cultural hegemony

Diakonhjemmet University College, Department of Social Work, Postbox 184, Vinderen, N-0319 Oslo, Norway, gurid.aga.askeland{at}c2i.net

Malcolm Payne

Manchester Metropolitan University, Psycho-social and Spiritual Care, St Christopher’s Hospice, 51-9 Lawrie Park Rd, Sydenham, London SE26 6DZ, UK, M.Payne{at}stchristophers.org.uk

English

Globalization presses social work education towards post-colonial oppression of local cultures by dominant cultures, deepening economic difference and dependency. Diverse, local cultures and languages may be lost in internationalized social work education. Social work educational structures must combat cultural hegemony, allowing cultural translation of materials from dominant cultures and languages.

French

En matière d'enseignement du travail social, la mondialisation accentue l'oppression post-coloniale des cultures locales par les cultures dominantes, accroissant ainsi les différences économiques et la dépendance. L'internationalisation de l'enseignement du service social risque d'effacer les langues et la diversité des cultures locales. Les structures d'enseignement du travail social doivent combattre l'hégémonie culturelle en assurant que les contenus véhiculés entre les cultures dominantes et les cultures locales soient adaptés.

Spanish

La globalización empuja a la educación del trabajo social hacia una opresión post-colonial de culturas locales, opresión ejercida por las culturas dominantes, de modo que las diferencias económicas y situación de dependencia se ahonda aun más. Es posible que en la educación internacionalizada del trabajo social se pierdan las diversas culturas locales y las lenguas. Las estructuras educativas del trabajo social deben combatir la hegemonía cultural, permitiendo la traducción cultural de los materiales provenientes de culturas y lenguas dominantes.

Key Words: culture • globalization • hegemony • language • post-colonialism • social work education

International Social Work, Vol. 49, No. 6, 731-743 (2006)
DOI: 10.1177/0020872806069079


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