Watling, Sue (2012) Digital exclusion: potential implications for social work education. Social Work Education, 31 (1). pp. 125-130. ISSN 0261-5479

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Abstract

QAA Subject Benchmark 5.9 requires social work students to demonstrate the ability to have a critical understanding of the social impact of ICT, including an awareness of the impact of the 'digital divide'. In the twenty-first century, the implications of digital exclusion may become increasingly relevant for the social work profession with its values of empowerment and anti-oppressive practices. As governments and organisations move closer to the provision of online services, the social worker may find themselves addressing the disempowerment of service users and carers disconnected from a virtual welfare state. The concern is that Benchmark 5.9 does not go far enough, that the full significance of this requirement may not be sufficiently realised and a greater awareness urgently called for.

Item Type:	Article
Additional Information:	QAA Subject Benchmark 5.9 requires social work students to demonstrate the ability to have a critical understanding of the social impact of ICT, including an awareness of the impact of the 'digital divide'. In the twenty-first century, the implications of digital exclusion may become increasingly relevant for the social work profession with its values of empowerment and anti-oppressive practices. As governments and organisations move closer to the provision of online services, the social worker may find themselves addressing the disempowerment of service users and carers disconnected from a virtual welfare state. The concern is that Benchmark 5.9 does not go far enough, that the full significance of this requirement may not be sufficiently realised and a greater awareness urgently called for.
Keywords:	Digital inclusion, Technology-assisted communication, Digital exclusion, Social exclusion, Disempowerment, Diversity, Anti-discriminatory practice
Subjects:	L Social studies > L500 Social Work L Social studies > L340 Disability in Society
Divisions:	College of Social Sciences > Centre for Educational Research and Development (CERD)
Depositing User:	Sue Watling
Date Deposited:	02 Jun 2011 22:26
Last Modified:	13 Mar 2013 09:00
URI:	http://eprints.lincoln.ac.uk/id/eprint/4511

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