Utilising a Virtual Community to practice Community Work theory during COVID-19 lockdown in South Africa

Authors

  • Elmien Claassens University of Pretoria

Abstract

In this practice note, I highlight the challenges social work practice lecturers overcame during a national lockdown midst the COVID-19 pandemic in South Africa whilst converting face to face teaching on community work to the online environment. I discuss how a fictitious virtual community was created, enabling students to apply the theoretical knowledge on community work from the practice module. I share the practical application on how students were able to ‘do’ community work in a virtual community and what we as a team of social work practice educators learned as a result.

Author Biography

Elmien Claassens, University of Pretoria

Department of Social Work & Criminology

Social Work Lecturer (Practice)

References

Cambridge Online Dictionary. Online at https://dictionary.cambridge.org/dictionary/english/virtual [accessed on 01.07.20]

Greene, M.P. (2017). Virtual Communities of Practice. Macro Practice, Social Work Practice Profession. Online at https://oxfordre.com/socialwork/view/10.1093/acrefore/9780199975839.001.0001/acrefore-9780199975839-e-1068 [accessed on 30.06.20] DOI: 10.1093/acrefore/9780199975839.013.1068

Ledwith, M. (2016). Community Development in Action: Putting Freire into practice. USA: Policy Press.

O’Leary, P. & Tsui, M. (2020). Social work’s role during and after the pandemic: Keeping vigilant and hopeful on human rights. International Social Work, 63:4, 417-418, DOI: 10.1177/0020872820936430.

Reamer, F.G. (2019). Social Work Education in a Digital World: Technology Standards for Education and Practice. Journal of Social Work Education, 55:3, 420-432, DOI: 10.1080/10437797.2019.1567412.

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Published

2021-01-24

How to Cite

Claassens, E. (2021). Utilising a Virtual Community to practice Community Work theory during COVID-19 lockdown in South Africa. The Journal of Practice Teaching and Learning, 17(3), 138-142. Retrieved from https://journals.whitingbirch.net/index.php/JPTS/article/view/1456