Breaking free of the neoliberal paradigm: refocusing the lens for social work and the social work curriculum in Aotearoa New Zealand (part I)

Abstract

This article is the first of two detailing the outcomes of a study into a largely unrecognized role for social workers as educators in their everyday practice in Aotearoa New Zealand. The study explored social workers’ understandings of an educator role and their perception of its significance in their work with service users. A key finding was that this role is indeed undertaken regularly and is considered important in achieving successful outcomes. Despite these findings, the study also showed that it is rarely acknowledged in the New Zealand literature, is not included in social work job descriptions, and educational theory is not explicitly included in the Social Work Registration Board’s requirements for curricula for professional qualifications. The results indicate that there is potential for social work practice in this country to be enhanced through formal recognition of an educator role and an extension of the social work curriculum to incorporate education frameworks. This study adds to the growing body of international literature addressing the potential of education theory for social work’s practice and knowledge base.