Table Of ContentEuropean Social Work Education and Practice
Stephan Bundschuh
Maria José Freitas
Càndid Palacín Bartrolí
Nino Žganec Editors
Ambivalences of
Inclusion in Society
and Social Work
Research-Based Refl ections in Four
European Countries
European Social Work Education and Practice
Series Editors
Nino Žganec, Department of Social Work, University of Zagreb, Zagreb, Croatia
Marion Laging, Faculty of Social Work, Health Care, Esslingen University of
Applied Sciences, Esslingen am Neckar, Baden-Württemberg, Germany
European Association
of Schools of Social Work
European Social Work Education and Practice is a Series developed within the
frame of the contributions of the European Association of Schools of Social Work
(EASSW) on the current developments of social work education and its links to the
practice of social work in a European context. The Series supports the international
dialogue among social work academics, practitioners, service users, and decision-
makers. The aim of the Series is to provide a platform for identification and
discussion of various challenges and developments within European social work.
Similar to other professions, social work also is constantly contending with new
demands regarding changing fields of work, new financial models, rising competition
among the institutions, new groups and types of service users, and many other
challenges. All of these circumstances require professionals to be well prepared and
to provide new responses on how to work in the context of globalization and
neoliberalism while adhering to the principles of solidarity, social justice, and
humanity.
More information about this series at http://www.springer.com/series/16359
Stephan Bundschuh • Maria José Freitas
Càndid Palacín Bartrolí • Nino Žganec
Editors
Ambivalences of Inclusion
in Society and Social Work
Research-Based Reflections in Four European
Countries
Editors
Stephan Bundschuh Maria José Freitas
Faculty of Social Sciences Zuyd University of Applied Sciences
Koblenz University of Applied Sciences Social Studies Academy
Koblenz, Germany Sittard, The Netherlands
Càndid Palacín Bartrolí Nino Žganec
Faculty of Education Department of Social Work
University of Barcelona Faculty of Law
Barcelona, Spain University of Zagreb
Zagreb, Croatia
ISSN 2662-2440 ISSN 2662-2459 (electronic)
European Social Work Education and Practice
ISBN 978-3-030-55445-3 ISBN 978-3-030-55446-0 (eBook)
https://doi.org/10.1007/978-3-030-55446-0
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Foreword
When the United Nations General Assembly adopted the Convention on the Rights
of Persons with Disabilities (UN CRPD) in 2006, European Union member states
began a ratification process which, almost 15 years on, is not yet complete. In the
Netherlands, for example, the convention was only ratified in 2016. The UN CRPD
aims to reduce the obstacles faced by people with disabilities when participating in
society; this means, among other things, ensuring that those with disabilities are not
discriminated against and enabling them to participate in societies which are based
on equality. It also means making it possible for people with disabilities to actively
participate in various important aspects of daily life, such as work, education, hous-
ing, social services, health care and transport, as well as sports, cultural and leisure
activities. This goal can only be achieved if the target group is involved in its realisa-
tion. For the UN CRPD to be effective, input from experts is essential; hence, one
of the convention’s main principles is to involve people with disabilities from the
outset when developing and implementing inclusive policies. Furthermore, a broad
spectrum of disabilities must be taken into account as, for instance, wheelchair users
experience very different challenges to people with visual impairments.
Since the UN CRPD was created, there have been many social changes and the
world has moved on. Internationalisation and globalisation have blurred the national
boundaries on which many welfare states were built. Identities have become fluid
and plural, and fixed structures and institutions have been replaced by networks and
drop-down menus. A culture of emotions and experiences has become increasingly
dominant and significant in everyday life, as opposed to rationally substantiated
reasoning. The key terms here are multi-option society, Erlebnisgesellschaft or stac-
cato culture. In Europe, ageing populations and social decline, diverse family struc-
tures, increasing multiculturalism and the digital revolution have led to changes in
society. Such transformations, however, have also had repercussions and led to
counteractions. Alongside increased internationalisation and diversity, there has also
been a rise in neo-nationalism and an emphasis on national cultures and identities.
Whilst the world has changed since 2006 and the inclusion principle has
expanded as a result of the aforementioned developments, the relevance and
rationale of inclusion remain the same. European societies now consider people
v
vi Foreword
with disabilities in terms of diversity; this new perspective on inclusion also refers
to differences in terms of cultural and ethnic background, access to economic
resources, sexual orientation and religious and political beliefs. Such differences
may determine an individual’s access to the labour and housing market, their right
to political participation and influence and their inclusion in various social contexts.
In other words, from a diversity perspective, inclusion focuses on ensuring that
people from all backgrounds and with a diverse range of capabilities have access to
and are represented within significant domains, such as the economy, politics and
social life.
The UN CRPD could have been written by a social worker: supporting and
improving the situations of people on the sidelines of society through casework and
community work is, after all, a key task of the social work profession. Likewise,
developing inclusion strategies by involving people with disabilities and those with
hands-on experience of supporting them is central to social work. Casework is used
to support individual clients with the aim of expanding their skills and capabilities
and empowering them. Community work, however, focuses on organising society in
a way that gives shape and substance to diversity. In short, equipping clients for suc-
cessful inclusion (through casework) and opening up society to them (through com-
munity work) is the core business of social work.
The social work profession is normative and contextually bound, and such nor-
mative interventions are appropriate in the environment in which they take place.
Whilst practice-based learning plays a central role, this does not simply evolve; it
requires explanation and analysis, as well as dialogue and discussion on the
strengths, weaknesses, opportunities and limitations of a chosen intervention or
strategy. Hence, practice-based learning arises from critical reflection on practical
action in a way that is negotiable and transparent. In terms of diversity and inclu-
sion, this means providing insights into and reflecting on interventions and strate-
gies in these fields. This is an explicit task of social work research as it is only
through such research that we can gain clarity about which interventions are useful
and which are not.
In summer 2015, Günter Friesenhahn (Koblenz), Josefina Fernández Barrera
(Barcelona), Nino Žganec (Zagreb) and Maria José Freitas (Maastricht) met at the
European Association of Schools of Social Work (EASSW) Conference in Milan to
discuss a potential collaboration on comparative research. These four academics
were all connected to research centres in their social work faculties and shared com-
mon research interests. In spring 2016, the group met again in Maastricht with a
twofold aim: to share information about current research in their respective faculties
and to determine a common theme for comparative research. That theme became
inclusion and the European Research Network on Inclusive Society and Social Work
was born.
The network’s initial aim was to bring together their first findings or publication
in 2017. However, it quickly became clear that this was not feasible and that there
were many complex challenges to overcome: working in four languages and com-
municating in a fifth—English, varying research approaches and backgrounds,
distinct writing styles, divergent work schedules and, finally, different areas of
Foreword vii
research at each of the four research centres. Bringing together this diversity of
forms, content and mindsets involved a great deal of time and dialogue. These dis-
cussions were certainly not a waste of time: the mutual exchange of ideas led to a
broadening of knowledge, greater insights into inclusion practices in other countries
and a deeper understanding of developments in our own research. Taking note of the
variety of social work research practices, approaches and interpretations in relation
to inclusion, and considering differing approaches to client participation, provided
food for thought and awakened curiosity. This created a mirror that reflected each
researcher’s own perceived reality and intensified their insight into their own
(research) practice. Be curious and reflect: this book is the impressive and enlight-
ening result of this valuable exercise.
Zuyd University of Applied Sciences Nol Reverda
Maastricht, The Netherlands
Acknowledgements
We wish to thank various people and organisations for their contribution to the pub-
lication of this book. Thanks to: European Association of Schools of Social Work
(EASSW) for giving us the opportunity to publish this book as part of their European
Social Work Education and Practice series, Janet Kim and the Springer editorial
team for their valuable and reliable support throughout the publication process,
Koblenz University of Applied Sciences for funding the editing process, Esra
Herzog and Jana Kluge-Wirz for supporting the production process and Mia Eger
for editing our chapters with precision and patience.
Special thanks to the higher education institutions which helped to bring this
transnational publication to fruition through their long-term commitment: Faculty
of Social Sciences at Koblenz University of Applied Sciences, Academy of Social
Studies at Zuyd University of Applied Sciences, Social Work Education and
Research Unit at University of Barcelona and Department of Social Work at
University of Zagreb. Without their support, this book would not have been possible.
ix
Participating Institutes and Research Groups
Research Group on Social Integration (Lectoraat Sociale
Integratie), Academy of Social Studies, Zuyd University
of Applied Sciences, The Netherlands
The Research Group on Social Integration (Lectoraat Sociale Integratie) is part of
the Academy of Social Studies at Zuyd University of Applied Sciences in Sittard.
The group’s core task is to conduct practice-based research on issues that affect the
social functioning of citizens in society; these include poverty, mental health, physi-
cal disabilities, unemployment, addiction and community development. This
research provides insights into forms of vulnerability and how social professionals
address and contribute to citizens’ well-being. The Research Group carries out both
commissioned and independent research in cooperation with diverse knowledge
partners, including academic institutions and social work organisations. Over the
years, the Research Group on Social Integration has made a significant contribution
to the research skills and culture at Zuyd University of Applied Sciences, particu-
larly within the Academy of Social Studies. Research in the Academy has focused
on curriculum development and professional development for academic staff in
relation to social work research.
The Academy of Social Studies runs a four-year Bachelor’s programme in Social
Work; in 2019/2020, approximately 700 full-time students were enrolled in the pro-
gramme, which covers all areas of social work practice. Teaching and learning take
place in a mix of settings, including (virtual) classrooms, supervision, internships
in local social work organisations and practice-oriented (research) studies. Social
work students have the opportunity to work with children and adults, including the
elderly, with the aim of enabling them to learn to address the needs of a diversity of
people. In a professional context, students gain experience of supporting vulnerable
people in challenging situations and helping them to take control of their lives. In
the final 2 years of the social work programme, students have the opportunity to
focus on youth welfare, mental health, disability support or community work.
xi
