‘Ah Cha’! The Racial Discrimination of Pakistani Minority Communities in Hong Kong : An Analysis of Multiple, Intersecting Oppressions / Sara Ashencaen Crabtree in The british journal of social work, 5, vol. 43 (July 2013)

Public ISBD [article]  inThe british journal of social work > 5, vol. 43 (July 2013) . - pp. 945-963 Titre : ‘Ah Cha’! The Racial Discrimination of Pakistani Minority Communities in Hong Kong : An Analysis of Multiple, Intersecting Oppressions Type de document : texte imprimé Auteurs : Sara Ashencaen Crabtree, Auteur ; Hung Wong, Auteur Année de publication : 2013 Article en page(s) : pp. 945-963 Langues : Anglais (eng) Catégories : Cardijn Législation # Oppression TS Racisme Mots-clés : Hong Kong Résumé : "Racial discrimination towards minority ethnic (ME) groups in Hong Kong Special Administrative Region (HKSAR) is argued to be endemic. This paper considers research studies focusing on this issue as extended to the Pakistani community, which appear to constitute in part a general xenophobia towards certain ME groups." Permalink : http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=18298 [article] ‘Ah Cha’! The Racial Discrimination of Pakistani Minority Communities in Hong Kong : An Analysis of Multiple, Intersecting Oppressions [texte imprimé] / Sara Ashencaen Crabtree, Auteur ; Hung Wong, Auteur . - 2013 . - pp. 945-963. Langues : Anglais (eng) in The british journal of social work > 5, vol. 43 (July 2013) . - pp. 945-963 Catégories : Cardijn Législation # Oppression TS Racisme Mots-clés : Hong Kong Résumé : "Racial discrimination towards minority ethnic (ME) groups in Hong Kong Special Administrative Region (HKSAR) is argued to be endemic. This paper considers research studies focusing on this issue as extended to the Pakistani community, which appear to constitute in part a general xenophobia towards certain ME groups." Permalink : http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=18298

Exemplaires (1)

Cote	Support	Localisation	Section	Disponibilité
PER BJS 43/5 (2013)	Périodique	Centre de documentation HELHa Cardijn LLN	Réserve Périodiques	Disponible

An Unfinished Reflexive Journey : Social Work Students'Reflection on their Placement Experiences / Ching Man Lam in The british journal of social work, 1, vol. 37 (jan. 2007)

Public ISBD [article]  inThe british journal of social work > 1, vol. 37 (jan. 2007) . - pp. 91-105 Titre : An Unfinished Reflexive Journey : Social Work Students'Reflection on their Placement Experiences Type de document : texte imprimé Auteurs : Ching Man Lam, Auteur ; Hung Wong, Auteur ; Terry Tse Fong Leung, Auteur Editeur : Oxford : Oxford university press - GB - Oxford Année de publication : 2007 Article en page(s) : pp. 91-105 Langues : Français (fre) Catégories : Cardijn Travail social TS Réflexivité (philosophie) # Théorie de la connaissance:Pensée Mots-clés : Travail social  Reflexivité  Pensée Résumé : "The fieldwork placement is recognized as one of the major components of social work education and a major determinant of its quality. A key aspect of the learning process in the fieldwork placement is the exposition of practice encounters to the students’ critical reflection. Given the importance of the process of ‘reflection’ or ‘reflective learning’, a qualitative study based on the reflective logs of social work students was conducted to explore the meaning of social work field education and the learning experiences of social work students during their placement. The study findings revealed that disturbing events experienced by students in their fieldwork were a catalyst to their reflective process. Meanwhile, their undue concern with knowledge and skills application within a circumscribed knowledge frame suggests the dominant influence of scientism and competence-based practice in social work, in which learning outcomes and instrumental and technical reasoning are highly emphasized. Discovery of ‘self’ was also the major premise in the students’ reflection logs, in which a majority of them took their prevailing self-identity as a constant state to be verified in interaction with others in the fieldwork placement. Reflexivity is manifested in asking fundamental questions about assumptions generated by formal and practice theories; it addresses the multiple interrelations between power and knowledge, and acknowledges the inclusion of self in the process of knowledge creation in social work practice. Its realization in social work education requires the social work educators’ reflexive examination of the dynamics that influence the construction of curriculum, which in turn construct our prospective social workers." Permalink : http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=12516 [article] An Unfinished Reflexive Journey : Social Work Students'Reflection on their Placement Experiences [texte imprimé] / Ching Man Lam, Auteur ; Hung Wong, Auteur ; Terry Tse Fong Leung, Auteur . - Oxford : Oxford university press - GB - Oxford, 2007 . - pp. 91-105. Langues : Français (fre) in The british journal of social work > 1, vol. 37 (jan. 2007) . - pp. 91-105 Catégories : Cardijn Travail social TS Réflexivité (philosophie) # Théorie de la connaissance:Pensée Mots-clés : Travail social  Reflexivité  Pensée Résumé : "The fieldwork placement is recognized as one of the major components of social work education and a major determinant of its quality. A key aspect of the learning process in the fieldwork placement is the exposition of practice encounters to the students’ critical reflection. Given the importance of the process of ‘reflection’ or ‘reflective learning’, a qualitative study based on the reflective logs of social work students was conducted to explore the meaning of social work field education and the learning experiences of social work students during their placement. The study findings revealed that disturbing events experienced by students in their fieldwork were a catalyst to their reflective process. Meanwhile, their undue concern with knowledge and skills application within a circumscribed knowledge frame suggests the dominant influence of scientism and competence-based practice in social work, in which learning outcomes and instrumental and technical reasoning are highly emphasized. Discovery of ‘self’ was also the major premise in the students’ reflection logs, in which a majority of them took their prevailing self-identity as a constant state to be verified in interaction with others in the fieldwork placement. Reflexivity is manifested in asking fundamental questions about assumptions generated by formal and practice theories; it addresses the multiple interrelations between power and knowledge, and acknowledges the inclusion of self in the process of knowledge creation in social work practice. Its realization in social work education requires the social work educators’ reflexive examination of the dynamics that influence the construction of curriculum, which in turn construct our prospective social workers." Permalink : http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=12516

Exemplaires (1)

Cote	Support	Localisation	Section	Disponibilité
PER BJS 37/1 (2007)	Périodique	Centre de documentation HELHa Cardijn LLN	Réserve Périodiques	Disponible

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