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Quality Enhancement of Social Work Profession in India: Issues and Challenges

Social Work Education as a Transformational Process

B. Arunkumar1 and P. Ilango2

ABSTRACT The purpose of education is the preservation and enhancement of knowledge and the development of character within our given form of society which will best prepare the individual for the conditions of extreme novelty the near future is bringing. Apart from that, the other basic purpose of education is to mould the characters and behaviours of the individual by transforming ones attitudes and mindset; which is basically called as a transformative influence of education. Transformative Education is an emerging concept, which has come of age. In ideal sense, social work education should instil a personal transformation in every individual who take up the course; which would transform the individuals from Selfishness to selflessness; egoistic to altruistic; task/result-oriented to relationship oriented, possessing techno-managerial skills to leadership skills. As the proverb reads; unless you are healed you cannot heal others thus the transformation should start from the social work trainee within. As a beginning, the transformation should begin from the social work educators with whom the paradigm shift should occur. The role of a social work teacher should change from a teacher to a trainer and mentor, thus bringing a change in the social work trainee. It is highly appropriate to say that social work education has more transformative influence than any other training. The present paper would compare and would bring out the areas of concern in making social work education a transformative educational process. The author also suggests remedial measures for that.

INTRODUCTION

Education is perceived as an important tool for both accumulation of social assets and formation and accumulation of social capital. It is not merely narrow or limited to classroom experience but, a holistic and experiential learning aimed at social transformation (Nayar, 2004). Transformative Education is an emerging concept, which has come of age. In ideal sense, social work education should instil a personal transformation in every individual who take up the course. In this paper, the authors attempted to highlight the areas of concern in making social work education as transformative education process.
TRANSFORMATIVE EDUCATION

Transformative education, which is sometimes called global education or transformative learning (and is usually associated with adult education and development),
1 2

Lecturer in Social Work, Bishop Heber College, Tiruchirappalli, India. Professor and Head, Department of Social Work, Bharathidasan University, Tiruchirappalli, India.

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is considered a methodology, a phenomenon, and an approach to education. It involves a shift in consciousness that begins with teaching and learning and results in healing and transforming persons, institutions, economies, and political systems locally and globally (Garcia, 1998). Thus, transformative education is seen as a process and product of education (Salazar, 2004). Mezirows theory proposed that: Transformative learning is the process of making meaning of ones experience. (Taylor 1998). Individuals are transformed through a process of critical reflection of their beliefs, attitudes, opinions, and emotional reactions (Cranton 2002). Learning occurs by: - Elaborating existing frames of reference; - Learning new frames of reference; - Transforming points of view; or - Transforming habits of mind (Holistic Education Network of Tasmania 2004). Cranton (2002) offered a simplified version of Mezirows theory. According to her, individuals change when they start to question their long-cherished beliefs after encountering ordinary or dramatic changes in their lives i.e., losing a job, death in the family, or an unexpected question. However, transformation is not changing ones viewpoint to another but it is becoming aware of alternative perspectives. Over the last 20 years, many educators generated controversial interpretations and alternative perspectives about Mezirows theory. Among these educators are Robert Boyd who advanced the theory of individuation and psychoanalytic theory and Paulo Freire who promoted emancipatory transformation or social transformation (Taylor, 1998). Mezirows theory continues to evolve through the inclusion of new perspectives on adult learning and development (About.com).
PURPOSE

Transformative education is needed today because our society needs to change. At present, local and global societies are characterized by rampant poverty, social injustice, bigotry, terrorism, environmental degradation, economic disparity between the rich and the poor, women and child abuse, graft and corruption, and unethical use of science and technology. To improve human condition and to foster social change, individuals must work together to increase accountability and responsiveness toward these issues (Participation.net 2005).
ELEMENTS

The vital elements of transformative education are people and a reformed curriculum. To effect positive individual and social change, school administrators, teachers,

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Quality Enhancement of Social Work Profession in India: Issues and Challenges

learners, parents, families, and providers of instructional materials must work together to craft and follow an integrative, interactive, and holistic curriculum. When education stakeholders and curriculum work in synergy, learning becomes transformational. Although schools as individual entities do not have the power to change learners and societies by themselves, they have the power to influence and encourage learners to realize their fullest potentials. Through the teachers, in cooperation with parents and other sectors, schools can develop the critical and reflective thinking (higher-order thinking) of learners so that they will understand complex social problems and later on, care about the world around them enough to become empowered change agents (Ibon Foundation, Inc. 2004). However, the initiative to change must come from the top. Transformative learning needs the support of enlightened educational leaders and school managers to initiate, foster, and maintain change in learners and institutions (Peck, 1994).
PROCESS

Reforming the educational system starts with strengthening curricular programs. This means developing educational objectives and strategies that will create a learning environment that allows educators and teachers to promote change. Cranton (2002) suggested that the transformative learning is a progressive, spiral-like process, and not a linear one. She proposes the following rough guide to promote transformation: Expose various belief, perspectives, or points of view so that educators and learners become aware of them. Critically question these perspectives to identify discrepancies among and between them. Encourage critical self-reflection so that educators and learners question and examine assumptions in terms of where they came from, why they are important, and what are the consequences of clinging to them. Be open to alternative viewpoints and solutions. Discuss, assess, and weigh evidences, arguments, alternative perspectives, and decisions arrived at by consensus. Revise assumptions and perspectives based on the discussions and assessments. Act (think, talk, behave, and decide) to implement the transformed assumptions based on the agreed upon revisions. Transformation is workhard work. It is not easy and there are no quick fixes. It takes courage, discipline, and commitment. In fact, there are no particular teaching methods that guarantee transformative learning (Cranton, 2002). Because to change is a choice, teachers cannot teach and impose the will to change on students and

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learners. But they can influence them by modeling and creating a safe and supportive environment that will hopefully make them desire to change individually and collectively. The results, if blessed by divine intervention, can be meaningful, healing, and worthwhile for all concerned (Apostol).
SOCIAL WORK EDUCATION AS TRANSFORMATIONAL PROCESS

A positive outlook in life and a positive attitude toward our chosen profession help a lot in making learning for students pleasant, productive, and meaningful. With a good attitude, teaching becomes easier and more dynamic. Transformative educational vision has an important role to play in making a difference in the world situation. First, to effect transformation on a larger scale, it is imperative that there is equal access to education for all. Second, transformative education might help expose the truth about political regimes based on power relationships. Third, transformative education helps individuals become agents of changesomeone who can act rather than react and be acted upon. It provides the opportunity a learner to transcend the limitations of ones self and maximise change on a much larger scale. Fourth, establishing international network is important for individuals to feel connected and to reach out for help and support to advocate change (Transformedu.org).
REFERENCES
Agnes S. Apostol, Transformative Education: Content, Context, and Challenges, www.abiva. com.ph/emags/transformative-education.html. http://www.transformedu.org/Conference/Proceedings/AVisionforTransformativeEducation/tab id/70/Default.aspx. Cranton, Patricia, Teaching for Transformation. New Directions for Adult and Continuing Education 93 (2002): 6371. Garcia, Lilia (1998). The Role of Transformational Education in a Democracy. Paper presented at St. Michaels College of Laguna. IBON Foundation, Inc. IBON Partnership in Education for Development, 2005 <http://www. ibon.org/about/iped.htm> (2 February 2005). Nayar, Usha, S. (2004). Education for Social Transformation: A Collective Step Forward, Vol. 50, No. 1, Journal of Family Welfare, pp. 914. Participation.net, Learning and Teaching for Transformation, 2005 <www.eldis.org/rights/ guides/ltt.index/htm> (2 February 2005). Peck, M. Scott (1994). A World Waiting to be Born: The Search for Civility. London: Arrow Books. Salazar, Roderick, SVD (2004). Message in Rex Bookstore, Inc. Catalog of Transformative Education Based Instructional Materials.