Supervision during social work education and training in Francophone West Africa: Conceptual frameworks and empirical evidence from Burkina Faso and Cote d'Ivoire

被引:6
作者
Canavera, Mark [1 ]
Akesson, Bree [2 ]
机构
[1] Columbia Univ, Mailman Sch Publ Hlth, Care & Protect Children CPC Learning Network, New York, NY 10027 USA
[2] Wilfrid Laurier Univ, Fac Social Work, Waterloo, ON, Canada
关键词
Burkina Faso; Cote d'Ivoire; social worker training; supervision; faculty-field liaison;
D O I
10.1080/13691457.2018.1441131
中图分类号
C916 [社会工作、社会管理、社会规划];
学科分类号
1204 ;
摘要
This article presents research exploring the conceptualization and practice of supervision during social worker training in Burkina Faso and Cote d'Ivoire, Francophone West African countries whose social work education frameworks and processes are nearly absent in the academic literature. Drawing upon discursive analyses of training curricula as well as interviews and group discussions undertaken in 2014 with professors, administrators, and students, this study notes the centrality of fieldwork to training and heavy reliance upon faculty-field liaisons in both countries. Conceptually, supervision policy in these contexts emphasizes compliance: systematized visits by institute administrators to fieldwork sites (in Burkina Faso), regimented simulation exercises, and formal performance evaluations to gauge student progress. In practice, however, respondents were likely to highlight the importance of modelling and coaching, indicating the hybridization of harder' regulatory supervision with softer' mentoring approaches. This study contributes to global learning about the role of supervision in social work training by analyzing its theory and practice in two understudied countries, highlighting the emergence of new norms of practice within outmoded regulatory frameworks. The research shines light upon the creative ways that social work administrators are improving supervision of social work students' fieldwork in low-income countries with limited public resources. RESUMECet article presente les resultats d'une recherche explorant la conceptualisation et la pratique de la supervision pendant la formation des travailleurs sociaux au Burkina Faso et en Cote d'Ivoire, pays francophones d'Afrique de l'Ouest dont les cadres et processus d'education au travail social sont presque absents dans la litterature academique. S'appuyant sur des analyses discursives des programmes de formation ainsi que des entretiens et des discussions de groupe menes en 2014 avec des professeurs, des administrateurs et des etudiants, cette etude souligne le caractere central du travail de terrain dans la formation, et une forte dependance sur les liaisons universite-terrain dans les deux pays. Conceptuellement, la politique de supervision dans ces contextes met l'accent sur la conformite: visites systematisees par les administrateurs de l'institut aux sites de terrain (au Burkina Faso), exercices de simulation enregimentes, et evaluations de performances formelles pour mesurer les progres des eleves. En pratique, cependant, les repondants etaient susceptibles de souligner l'importance de la modelisation et du coaching, ce qui indique l'hybridation d'une supervision reglementaire << plus dure >> avec des approches de mentorat << plus souples >>. Cette etude contribue a l'apprentissage global du role de la supervision dans la formation en travail social en analysant sa theorie et sa pratique dans deux pays peu etudies, mettant en evidence l'emergence de nouvelles normes de pratique dans des cadres reglementaires depasses. La recherche met en lumiere la creativite dont fait preuve les administrateurs du travail social pour ameliorer la supervision du travail de terrain des etudiants en travail social dans les pays a faible revenu avec des ressources publiques limitees.
引用
收藏
页码:467 / 482
页数:16
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