Skip to main content Accessibility help
×
Hostname: page-component-cb9f654ff-pvkqz Total loading time: 0 Render date: 2025-09-08T06:46:01.434Z Has data issue: false hasContentIssue false

Part II - Lenses and Lessons

Towards More Global Perspectives

Published online by Cambridge University Press:  28 August 2025

Tony Ghaye
Affiliation:
The Arctic University of Norway
Rita Sørly
Affiliation:
The Arctic University of Norway
Get access

Summary

Part II of this book is deliberately called "Lenses and Lessons: Towards more Global Perspectives" as it takes the reader on a journey from Pacific social work across to East Africa and into Europe. It explicity acknowledges the interdependence of the local with the global and that social work is a profession which is shaped by and in turn shapes these geopolitical and socioeconomic contexts. Framed by multiple global crises such as wars in Ukraine and the Middle East, a once-in-a-century pandemic, widespread economic turmoil, a reckoning on race, mass illegal migration, rising inequality, post- and anti-colonial views on social work and much more, the reaffirmation of positive and purposeful and socially relevant social work is illuminated and justified. The issues in Part II can be set against the International Federation of Social Workers definition of social work as “a practice-based profession and an academic discipline that facilitates social change and development, social cohesion, and the empowerment and liberation of people.” In Part II there are implications for social work education, practices, and policy.

Information

Type
Chapter
Information
Learning through Social Work Stories-That-Matter
Global Perspectives
, pp. 311 - 364
Publisher: Cambridge University Press
Print publication year: 2025

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Book purchase

Temporarily unavailable

References

References

De Juan, A. (2016). Extraction and violent resistance in the early phases of state building: Quantitative evidence from the “Maji Maji” Rebellion, 1905–1907. Comparative Political Studies, 49(3), 291323. https://doi.org/10.1177/0010414015617962CrossRefGoogle Scholar
Eckert, A. (2004). Regulating the social: Social security, social welfare and the state in late colonial Tanzania. Journal of African History, 45(3), 467–89. www.jstor.org/stable/4100755CrossRefGoogle Scholar
Guardian. (2019, 10 August). Fuel tanker explosion kills scores in Tanzania. www.theguardian.com/world/2019/aug/10/fuel-tanker-explosion-kills-scores-in-tanzaniaGoogle Scholar
IFSW (International Federation of Social workers). (n.d.). Global definition of social work. www.ifsw.org/what-is-social-work/global-definition-of-social-work.Google Scholar
Mabeyo, Z. (2014). The development of social work education and practice in Tanzania. In Spitzer, H., Twikirize, J. M., & Wairire, G. G. (eds.), Professional Social Work in East Africa: Towards Social Development, Poverty Reduction and Gender Equality, pp.121–35. Kampala: Fountain.Google Scholar
MCDGWSP. (2023). Mwongozo wa Taifa wa uendeshaji, usimamizi na uratibu wa mabaraza ya usuluhishi wa migogoro ya ndoa. Dodoma: Ministry of Community Development, Gender, Women, and Special Groups.Google Scholar
MFP. (2021). National Five Years Development Strategy 2021/2022–2025/2026. Dodoma: Ministry of Finance and Planning.Google Scholar
MHSW. (2012). Assessment of the Social Welfare Workforce in Tanzania. Dar es Salaam: Ministry of Health and Social Welfare, Department of Social Welfare.Google Scholar
Moyd, M. (2010). “All people were barbarians to the Askari”: Askari identity and honor in the Maji Maji War, 1905–1907. In Giblin, J. & Monson, J. (eds.), Maji Maji: Lifting the Fog of War, pp.149–79. Leiden: Brill.Google Scholar
Mwaipopo, R. (2023). Social policy landscape in mainland Tanzania. In Omona, J. (ed.), Gender-Equitable and Transformative Social Policies for Post COVID-19 Africa: Mapping the Social Policy Landscape in Uganda, Kenya, Tanzania and Rwanda, pp.157210. Cambridge: Ethics International Press.Google Scholar
Ng’ondi, N. (2021). Social work ethical principles in Tanzania: A broad historical review. International Journal of Liberal Arts and Social Science, 9(7), 1719.Google Scholar
NHC. (2024). Strategic Plan 2015/16–2024/25. Dar es Salaam: National Housing Corporation.Google Scholar
Nkya, E. (2015). The role of Tanzania Central Railway Line in promoting cargo transportation. Master’s thesis, Open University of Tanzania.Google Scholar
Nyerere, J. (1968). Freedom and Socialism: A Selection from Writings and Speeches 1965–1967. Dar es Salaam and New York: Oxford University Press.Google Scholar
Omari, L. (2021). Evolution of social welfare and social work in Tanzania. In Noyoo, N. (ed.), Social Welfare and Social Work in Southern Africa, pp.237–53. Stellenbosch: African Sun Media.Google Scholar
Pratt, M. (1969). A study of the development of social welfare in a selected group of African countries: Ghana, Sierra Leone, Kenya and Tanzania. PhD thesis, University of Pittsburgh.Google Scholar
Rushohora, N. (2019). Facts and fictions of the Majimaji War graves in Southern Tanzania. African Archaeological Review, 36(1), 145–59. www.jstor.org/stable/45219121CrossRefGoogle Scholar
Sabea, H. (2008). Mastering the landscape? Sisal plantations, land, and labor in Tanga region, 1893–1980s. International Journal of African Historical Studies, 41(3), 411–32. www.jstor.org/stable/40282526Google Scholar
Shagembe, M. K. (2022). The impact of COVID-19 pandemic on mental health among individuals in Dar es Salaam, Tanzania. Tanzania Journal of Sociology, 8(1), 132–53. https://doi.org/10.56279/tajoso.v8i1.80CrossRefGoogle Scholar
Sundqvist, J. (2017). Beyond an Instrumental Approach to Religion and Development: Challenges for Church-Based Healthcare in Tanzania. Uppsala: Acta Universitatis Upsaliensis.Google Scholar
Sunseri, T. (1997). Famine and wild pigs: Gender struggles and the outbreak of the Majimaji War in Uzaramo (Tanzania). Journal of African History, 38(2), 235–59. https://doi.org/10.1017/S0021853796006937CrossRefGoogle Scholar
Westcott, N. (1986). The impact of the Second World War on Tanganyika, 1939–49. In Killingray, D. & Rathbone, R. J. A. R. (eds.), Africa and the Second World War, pp.143–59. Basingstoke: Macmillan. https://doi.org/10.1007/978-1-349-18264-0_5Google Scholar
World Bank. (2022, 5 April). Tanzania can do more to protect women and girls by urgently addressing gaps in efforts to combat gender-based violence. www.worldbank.org/en/country/tanzania/publication/tanzania-can-do-more-to-protect-women-and-girls-by-urgently-addressing-gaps-in-efforts-to-combat-gender-based-violenceGoogle Scholar
Yona, D. A. N. (1979). Savings and credit for low cost housing: The experience of the Tanzania Housing Bank. Savings and Development, 3(1), 6074. http://www.jstor.org/stable/25829687Google Scholar

References

Gallagher, P., & Poletti, P. (1998). Sentencing Disparity and the Ethnicity of Juvenile Offenders. Sydney: Judicial Commission of New South Wales.Google Scholar
Mission Australia & Ravulo, J. (2009). Developing and Implementing a Case Management Model for Young People with Complex Needs. Western Sydney University. http://nla.gov.au/nla.obj-254917404/viewGoogle Scholar
Ravulo, J. (2009). The development of anti-social behaviour in Pacific youth. PhD thesis, University of Western Sydney.Google Scholar
Ravulo, J. (2016a). An integrated case management model to assist Pacific youth offenders and their families in Australia. Care Management Journals, 17(4), 170–9. https://doi.org/10.1891/1521-0987.17.4.170CrossRefGoogle ScholarPubMed
Ravulo, J. (2016b). Pacific epistemologies in professional social work practice, policy and research. Asia Pacific Journal of Social Work and Development, 26(4), 191202. https://doi.org/10.1080/02185385.2016.1234970CrossRefGoogle Scholar
Ravulo, J. (2016c). Pacific youth offending within an Australian context. Youth Justice, 16(1), 3448. https://doi.org/10.1177/1473225415584983CrossRefGoogle Scholar
Ravulo, J. (2019a). Raising retention rates towards achieving vocational and career aspirations in Pacific communities. International Journal of Lifelong Education, 38(2), 214–31. https://doi.org/10.1080/02601370.2019.1585393CrossRefGoogle Scholar
Ravulo, J. (2019b). Social work as a recognised profession in the Pacific region. International Social Work, 62(2), 712–25. https://doi.org/10.1177/0020872817747027CrossRefGoogle Scholar
Ravulo, J., Mafile’o, T., & Yeates, D. B. (eds.). (2019). Pacific Social Work: Navigating Practice, Policy and Research. London: Routledge. https://doi.org/10.4324/9781315144252CrossRefGoogle Scholar

References

Anderson, E. (2012). Epistemic justice as a virtue of social institutions, Social Epistemology, 26(2), 163–73.CrossRefGoogle Scholar
Bruce, A., Beuthin, R., Sheilds, L., Molzahn, A., & Schick-Makaroff, K. (2016). Narrative research evolving: Evolving through narrative research, International Journal of Qualitative Methods, 15(1).CrossRefGoogle Scholar
Buckingham, M. (2007). Go Put Your Strengths to Work. London: Simon & Schuster.Google Scholar
Bunce, L., & King, N. (2019). Emotional intelligence and self-determined behaviour reduce psychological distress: Interactions with resilience in social work students in the UK. British Journal of Social Work, 49(8), 2092–111.CrossRefGoogle Scholar
Coady, D. (2017). Epistemic injustice as distributive injustice. In Kidd, I., Medina, J., & Pohlhaus, G. (eds.), The Routledge Handbook of Epistemic Injustice, London & New York: Routledge.Google Scholar
Collins, S. (2007). Social workers, resilience, positive emotions and optimism. Practice, 19(4), 255–69.CrossRefGoogle Scholar
Cummings, S., Dhewa, C., Kemboi, G., & Young, S. (2023). Doing epistemic justice in sustainable development: Applying the philosophical concept of epistemic injustice to the real world. Sustainable Development, 31(3), 1965–77.CrossRefGoogle Scholar
De Sousa Santos, B. (2016). Epistemologies of the South: Justice against Epistemicide. London: Routledge.Google Scholar
Fredrickson, B. (2009). Positivity: Groundbreaking Research Reveals How to Embrace the Hidden Strength of Positive Emotions, Overcome Negativity, and Thrive. New York: Crown Publishing.Google Scholar
Fricker, M., (2007), Epistemic Injustice: Power and Ethics of Knowing. Oxford University Press.CrossRefGoogle Scholar
Ghaye, T. (2022). Concerned Arctic peoples: Characteristics of conversations-that-matter. In Sørly, R., Ghaye, T., & Kårtveit, B. (eds.), Stories of Change and Sustainability in the Arctic Regions: The Interdependence of Local and Global, pp.1640. London: Routledge.Google Scholar
Ghaye, T., & Lillyman, S. (2008). The Reflective Mentor, London: Quay Books.Google Scholar
Goodson, I. F., & Gill, S. R. (2011). Narrative Pedagogy: Life History and Learning. Pieterlen: Peter Lang.Google Scholar
Herland, M. (2022). Emotional intelligence as a part of critical reflection in social work practice and research. Qualitative Social Work, 21(4), 662–78. https://doi.org/10.1177/14733250211024734CrossRefGoogle Scholar
Howe, D. (2008). The Emotionally Intelligent Social Worker. Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
Hyvärinen, M. (2010). Revisiting the narrative turns. Life Writing, 7(1), 6982.CrossRefGoogle Scholar
Ingram, R. (2015). Understanding Emotions in Social Work: Theory, Practice and Reflection. Maidenhead: Open University Press.Google Scholar
Kashdan, T., & Biswas-Diener, R. (2014). The Upside of Your Dark Side, New York: Hudson Street Press.Google Scholar
Kidd, I., Medina, J., & Pohlhaus, G. (eds.). (2017). The Routledge Handbook of Epistemic Injustice. London & New York: Routledge.CrossRefGoogle Scholar
Lennick, D., and Kiel, F. (2005). Moral Intelligence: Enhancing Business Performance and Leadership Success. New Jersey: Wharton School Press.Google Scholar
Maese, E. (2023, 24 October). Almost a quarter of the world feels lonely. Gallup Blog. https://news.gallup.com/opinion/gallup/512618/almost-quarter-world-feels-lonely.aspxGoogle Scholar
Martin, R. (2003). The Responsibility Virus: Stop Taking Charge or Taking Orders and Start Making Critical Dcisions. London: Prentice-Hall.Google Scholar
Megele, C. (2015). Psychosocial and Relationship-Based Practice. London: Routledge.Google Scholar
Melander-Wikman, A., Jansson, M., & Ghaye, T. (2006). Reflections on an appreciative approach to empowering elderly people, in home healthcare. Reflective Practice, 7(4), 423–44.CrossRefGoogle Scholar
Meyers, D. (2022). How Do We Know Ourselves? New York: Farrar, Straus and Giroux.Google Scholar
Mitova, V. (2020). Explanatory injustice and epistemic agency. Ethical Theory and Moral Practice: An International Forum, 23(5), 707–22.CrossRefGoogle Scholar
Moesby-Jensen, C., & Nielsen, H. S. (2015). Emotional labour in social workers’ practice. European Journal of Social Work, 18, 690702.CrossRefGoogle Scholar
Moore, T. (2023). Relationships and reciprocity? Strength-based social work in adult social care. In Moore, T. (ed.), Principles of Practice by Principal Social Workers, St Albans: Critical Publishing.Google Scholar
O’Connor, L. (2020). How social workers understand and use their emotions in practice: A thematic synthesis literature review. Qualitative Social Work: Research and Practice, 19(4), 645–62.CrossRefGoogle Scholar
Polkinghorne, D. (1991). Narrative and self-concept. Journal of Narrative and Life History, 1, 135–53.CrossRefGoogle Scholar
Pooler, D., Wolfer, T., & Freeman, M. (2014). Finding joy in social work. II: Intrapersonal sources. Social Work, 59(3), 213–21.CrossRefGoogle Scholar
Ruiz-Fernández, M., et al. (2021). Emotions, feelings, and experiences of social workers while attending to vulnerable groups: A qualitative approach. Healthcare, 9(1).CrossRefGoogle ScholarPubMed
Sagan, O. (2023). Organised loneliness and its discontents. Diversity & Inclusion Research, 1(1), e12008. https://doi.org/10.1002/dvr2.12008CrossRefGoogle Scholar
Searle, B. A., Pykett, J., and Alfaro-Simmonds, M. J. ( 2021). A Modern Guide to Wellbeing Research. Cheltenham: Edward Elgar Publishing.CrossRefGoogle Scholar
Srivastva, S., & Cooperrider, D. (1999). Appreciative Management and Leadership: The Power of Positive Thought and Action in Organization. Euclid, oh: Williams Custom Publishing.Google Scholar
Storance, K. (2019). Appreciative souls. AI Practitioner: International Journal of Appreciative Inquiry, 21(4).Google Scholar
Thatchenkery, T., & Metzker, C. (2006). Appreciative Intelligence: Seeing the Mighty Oak in the Acorn. San Francisco, ca: Berrett-Koehler.Google Scholar

References

Fook, J. (2023). Social Work: A Critical Approach to Practice. London: SageGoogle Scholar
Ghaye, T. (2005). Developing the Reflective Healthcare Team, Oxford: Blackwell.CrossRefGoogle Scholar
Ghaye, T. (2008) Building the Reflective Healthcare Organization. Oxford: Blackwell.CrossRefGoogle Scholar
Ghaye, T. (2010), Teaching and Learning through Reflective Practice: A Practical Guide to Positive Action, London: Routledge.CrossRefGoogle Scholar
Ghaye, T., & Lillyman, S. (2014). Reflection: Principles and Practices for Healthcare Professionals. London: Quay Books.Google Scholar
Whitehead, J. (1993). The Growth of Educational Knowledge: Creating Your Own Living Educational Theories. Bournemouth: Hyde.Google Scholar

References

Alcoff, L., (2019) Philosophy and philospohical practice: Eurocentricism as an epistemology of ignorance. In Kidd, I., Medina, J., & Pohlhaus Jnr, G. (eds.), The Routledge Handbook of Epistemic Injustice, pp. 397408. London: Routledge.Google Scholar
Brodin, J., & Tomasdottir, H. (2022). Foreword. In Cooperrider, D. & Selian, A. (eds.), The Business of Building a Better World: The Leadership Revolution that is Changing Everything. Oakland, ca: Berrett-Koehler.Google Scholar
Kanter, R. (2022). Taking leadership to a new place. In Cooperrider, D. & Selian, A. (eds.), The Business of Building a Better World: The Leadership Revolution that is Changing Everything. Oakland, ca: Berrett-Koehler.Google Scholar

Accessibility standard: Inaccessible, or known limited accessibility

The PDF of this book is known to have missing or limited accessibility features. We may be reviewing its accessibility for future improvement, but final compliance is not yet assured and may be subject to legal exceptions. If you have any questions, please contact accessibility@cambridge.org.

Content Navigation

Table of contents navigation
Allows you to navigate directly to chapters, sections, or non‐text items through a linked table of contents, reducing the need for extensive scrolling.
Index navigation
Provides an interactive index, letting you go straight to where a term or subject appears in the text without manual searching.

Reading Order & Textual Equivalents

Single logical reading order
You will encounter all content (including footnotes, captions, etc.) in a clear, sequential flow, making it easier to follow with assistive tools like screen readers.
Short alternative textual descriptions
You get concise descriptions (for images, charts, or media clips), ensuring you do not miss crucial information when visual or audio elements are not accessible.
Full alternative textual descriptions
You get more than just short alt text: you have comprehensive text equivalents, transcripts, captions, or audio descriptions for substantial non‐text content, which is especially helpful for complex visuals or multimedia.

Visual Accessibility

Use of colour is not sole means of conveying information
You will still understand key ideas or prompts without relying solely on colour, which is especially helpful if you have colour vision deficiencies.
Use of high contrast between text and background colour
You benefit from high‐contrast text, which improves legibility if you have low vision or if you are reading in less‐than‐ideal lighting conditions.

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

  • Lenses and Lessons
  • Edited by Tony Ghaye, The Arctic University of Norway, Rita Sørly, The Arctic University of Norway
  • Book: Learning through Social Work Stories-That-Matter
  • Online publication: 28 August 2025
  • Chapter DOI: https://doi.org/10.1017/9781009386180.025
Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

  • Lenses and Lessons
  • Edited by Tony Ghaye, The Arctic University of Norway, Rita Sørly, The Arctic University of Norway
  • Book: Learning through Social Work Stories-That-Matter
  • Online publication: 28 August 2025
  • Chapter DOI: https://doi.org/10.1017/9781009386180.025
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • Lenses and Lessons
  • Edited by Tony Ghaye, The Arctic University of Norway, Rita Sørly, The Arctic University of Norway
  • Book: Learning through Social Work Stories-That-Matter
  • Online publication: 28 August 2025
  • Chapter DOI: https://doi.org/10.1017/9781009386180.025
Available formats
×