Reflections on empowerment-based practice.

Abstract

Social work education presents students with theories for understanding human beings and the social-historical contexts they share. These assumptions are supposed to make social workers' roles, practices, and agencies make sense. But where do they come from? How are the theories selected--and from among what alternatives? The people or licensing bodies choosing or approving these options control knowledge and inhibit knowing beyond the parameters of what they have designated for social work's knowledge base. What were the knowledge requirements or factors used to select prevailing theories about human behavior and the social environment or about social work practice? What happens to practitioners when feelings about their work contradicts what they were taught they should be thinking? This article is a reflection of formal social work learning interacting with the author's own social work experience. The article discusses what receiving knowledge (as opposed to sharing in producing or generating it) means for a practice supposedly committed to the social work values of human dignity and social justice. The experiences that led to the author's work on empowerment-based practice are presented and discussed. These experiences precipitated critical questioning that continues today.