Community Engagement and Community-Based Social Work Practices and Evaluations

A special issue of Social Sciences (ISSN 2076-0760). This special issue belongs to the section "Community and Urban Sociology".

Deadline for manuscript submissions: closed (31 March 2025) | Viewed by 2744

Special Issue Editors


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Guest Editor
School of Social Work, Indiana University, 902 W. New York Street, Indianapolis, IN 46202, USA
Interests: community; partnerships; society; mutual care; social work; evaluation; practice

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Guest Editor
Faculty of Social Work, University of Regina, Saskatoon, SK S7N 3R3, Canada
Interests: community-based approach; social work; mental health; substance use issues; practice research
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Special Issue Information

Dear Colleagues,

Every society contains pockets of communities, and the people in these communities want mutual care, want their history honored and their stories told, want to feel seen and see their spiritual journeys documented, and want their relationships championed. In response to these needs, Social Work and its related fields emphasize strengths-based symbolic interaction perspectives and often excel at capturing the holistic nature of these communities in practice and evaluation. Thus, this Special Issue seeks to tell authentic community engagement stories of partnerships that occur through practice, research, or evaluation, and special focus on history, storytelling, mutual care, spirituality, relationships, and community-based work will be emphasized. 

Dr. Carolyn S. Gentle-Genitty
Dr. Kara Fletcher
Guest Editors

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Keywords

  • community
  • partnerships
  • society
  • mutual care
  • social work
  • evaluation
  • practice
  • storytelling

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Published Papers (2 papers)

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Research

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21 pages, 1161 KiB  
Article
Actions That Build Peace from the Voices of Teachers Affected by the Armed Conflict in Colombia
by Luz Adriana Aristizábal and Adriana Inés Ávila
Soc. Sci. 2024, 13(11), 597; https://doi.org/10.3390/socsci13110597 - 4 Nov 2024
Cited by 1 | Viewed by 1515 | Correction
Abstract
For decades, the armed conflict in Colombia has profoundly impacted across various domains, causing psychosocial, economic, environmental, political, and moral damages throughout the country. One of the most affected sectors has been education, which involves all stakeholders within the educational system, particularly teachers [...] Read more.
For decades, the armed conflict in Colombia has profoundly impacted across various domains, causing psychosocial, economic, environmental, political, and moral damages throughout the country. One of the most affected sectors has been education, which involves all stakeholders within the educational system, particularly teachers who have directly or indirectly experienced this violence. This article, stemming from research on the resignification of armed conflict and peacebuilding, focuses on how teachers have transformed these impacts into educational actions that contribute to peacebuilding. We analysed the experiences and reflections of 412 participating teachers on-site in five conflict-affected zones in Colombia. Four main categories emerged: (1) psychosocial actions, (2) responsible teaching practices, (3) pedagogical actions, and (4) discussion and reflection spaces. These findings reveal insights not only about the actions that foster peace through school activities but also those within homes and, importantly, the work on oneself. While these actions may not be adopted by all teachers and do not guarantee immunity against future violent events, we believe this analysis could greatly benefit humanity. It prepares us to prevent and confront various forms of aggression, while also assisting in reframing everyday events that could nurture a vulnerable society suffering in silence. Full article
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1 pages, 169 KiB  
Correction
Correction: Aristizábal and Ávila (2024). Actions That Build Peace from the Voices of Teachers Affected by the Armed Conflict in Colombia. Social Sciences 13: 597
by Luz Adriana Aristizábal and Adriana Inés Ávila
Soc. Sci. 2024, 13(12), 631; https://doi.org/10.3390/socsci13120631 - 25 Nov 2024
Viewed by 443
Abstract
In the original publication (Aristizábal and Ávila 2024), the Acknowledgement section was not included [...] Full article
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