Concepts

Concepts in Ecosocial Work Teaching and Learning

Chapter 1: Ecosocial Work and Transformational Teaching and Learning: Navigating Through Complex and Contested Concepts

Komalsingh Rambaree

The chapter presents and discusses different perspectives on a range of concepts—sustainability, sustainable development, justice, resilience, and ecosocial work—in considering the mutually interdependent relationship between the human and biophysical environments within social work education. It dissects and analyzes the diversities and complexities inherent in the concepts that are considered. The chapter considers the implications of this discussion for designing and implementing transformative social work education.

Chapter 2: How to Approach the Materiality of the Ecosocial Transition in Social Work Education

Satu Ranta-Tyrkkö

Focusing on materiality, this chapter posits the unsustainability of contemporary consumer societies as one of the keys to the global ecological crises at stake. Roughly a quarter of the Earth’s population consumes about three quarters of the resources and produces three quarters of waste and emissions. The challenge is to significantly reduce the material imprint of humanity, especially of its overconsuming sections, and prioritize use of materials for essential uses over consumables. The chapter addresses and discusses these issues and introduces exercises that facilitate awareness of the material and consumerist underpinnings of our lives.

Case Study 1: Ecosocial Experiments in Finnish Adult Social Work

Elisa Rainerma

Having already completed degrees in environmental engineering and theology and work experience with refugees and immigrants, I turned to social work studies in search of means to help people more comprehensively. My move was motivated by my experience of the current (Finnish) welfare system as too bureaucratic and public services not meeting the needs of clients. I wanted to be able to bring about change in this.

Chapter 3: Teaching Crises: The Uncomfortable Place of Ecosocial Work Within Social Work Education

Pieter Lievens

Full acceptance of the current state of the world challenges our existing ways of education and thinking. Teaching ecosocial work and being part of transformative education (SDG Target 4.7) are overshadowed by unsustainable material consumption, increased risks, and profound changes within societies. Fully understanding this has a disruptive effect on mental well-being, including eco-anxiety. Learning about climate, biodiversity, resource depletion, water scarcity, forced migration, and global inequality causes cognitive dissonance in young students who hold a progress-oriented worldview. Eco-anxiety and cognitive dissonance require understanding of and support for ecosocial work at institutional level. This chapter draws on the author’s teaching of the global challenges to discuss the need, possibility, and conditions of an eco-centered worldview in social work education in general.