Learning from the Germans: MSW Students’ Critical Reflection on Social Welfare Policy

Background

Social workers have an ethical responsibility to recognize injustice and act. Sociopolitical development is a process of becoming aware of and choosing to address inequality. One of the components of sociopolitical development is critical reflection, the capacity to situate oneself within sociopolitical systems, i.e., reflect on history, social structures, and social identities. A second component is critical action, which is defined as taking purposeful actions to challenge injustice. In applying the research on sociopolitical development to masters-level social work students, we explore a short-term study abroad program (Berlin and Hamburg, Germany) as an opportunity for critical reflection and critical action, allowing students to think critically about social welfare policy and/or their own approach to practice in the United States.

Method

Data sources for analysis were the three short (between one and two pages) reflection papers that students were required to write after visiting social service providers and cultural sites. Each paper prompted students to reflect on a specific experience, how that experience might have changed their impression of either country, how might change their social work practice, and lastly, how the experience informed their views on racism and oppression. Using DeDoose software, we used an inductive coding process and a theory-driven approach. To develop a coding scheme for the inductive codes, initial coding occurred by reviewing a random set of reflection papers. We had open discussions of differing opinions until reaching consensus on the meaning and scope of each code. We, using theoretical concepts derived from the sociopolitical development literature, then conducted focused coding on all reflection, and codes were iteratively reexamined and refined through memoing and group discussion.

Results

In terms of developing critical reflection, a student recounted their experience of visiting the equivalent of a tiny-home transitional housing project, “Prior to this experience my thoughts of how to approach the unhoused population was focused heavily on ‘fixing’ everything for them vs. evaluating what each individual needs. Visiting the women’s container project has given me new insight and is something I will never forget.” In terms of action, a student, who wrote that they used to think that the required policy course was irrelevant to their social work practice, now wrote, “I started to realize the true importance of policy.” Further stating, “After today I know I want to run for board at my local school district. I see myself in a seat at the board and I see myself working on making sure I do the best I can to stop any oppression that families may be facing.” Other themes speak to how students deepened their understanding of U.S. social welfare policy through reflection and made commits to change their approach to social work practice.

Conclusion/Implications

Having students experience the social welfare context of another country prompted them to think critically about their assumptions regarding the U.S. context. Thus, the trip served as a catalyst for both critical reflection and critical action. Social work schools should consider incorporating international travel or policy comparisons into their curriculum.