Smith College's Moodle

Course objectives:

1. Cultivate your sociological imagination

1. Understand the ways in which society shapes individual lives, and how individuals shape society

2. Understand and apply major sociological theories

2. Develop a basic understanding of how sociologists do research

1. Identify different types of research methods

2. Discern which methods are appropriate for which questions

3. Strengthen your critical thinking and sociological writing skills

1. Make an argument using sound logic and empirical evidence

2. Write cohesive, articulate expositions

4. Conduct small scale sociological research paper using all of the above

Course Description and Goals

“The academy is not paradise. But learning is a place where paradise can be created. The classroom, with all its limitations, remains a location of possibility. In that field of possibility we have the opportunity to labour for freedom, to demand of ourselves and our comrades, an openness of mind and heart that allows us to face reality even as we collectively imagine ways to move beyond boundaries, to transgress. This is education as the practice of freedom.” (bell hooks in Teaching to Transgress, 1994, p. 207)

Drawing from bell hook’s inspiring quote above, this course introduces you to the vibrant field of Sociology of Gender and Globalization and its unique interdisciplinary perspectives, borrowing insights from Sociology; Women, Gender, Sexuality Studies; Anthropology; Economics, Politics and so on. This 200-level course moves beyond geographical and disciplinary boundaries, to engage with the key dimensions of global restructuring and globalization through the lens of gender, sexuality, race, class, ethnicity, and North-South relations. We will study how various modes of oppression and inequalities intersect in global manufacturing, supply chains, and in the transnational politics of representation and access in global media, religion, culture, war, and dissenting spaces. Questions that we will interrogate throughout the semester include: What is globalization and how and why is it a contested concept? Is globalization a new process? How can globalization be understood as a social, cultural, political, and ecological process and not just as a technological-economic process? How are structures of identity and oppression i.e., gender, race, ethnicity, class, sexuality, nation, religion, ability, and other forms of difference, interwoven with globalization? How do biological, cultural, historical, and political frameworks shape knowledge and processes of globalization? In exploring these questions, the course incorporates sources ranging from social science research, creative non-fiction, films/documentaries, art, media, and popular culture. Topics may include transnational feminisms, gendered labor and the global economy, feminist and queer theory, reproductive politics and globalization, carceral politics, rights-based advocacy, visual cultures.

This course will accomplish its goals by:

1. Engaging students in pluralistic perspective-taking and awareness of the relationship among society, self, and others
2. Providing opportunities to develop and practice the skills of critical thinking, reasoning, communication, and integration of knowledge and perspectives, including:

●        Communicating persuasively and effectively in public speaking and writing

●        Working collaboratively and creating safe and kind spaces for each other to teach and learn in

3. Students will be expected to be self-reflective and draw from their own identities and global social issues affecting their young adult lives, using theoretical concepts and language from the course. Please remember, using personal experiences to understand academic concepts is valid and important – as the famous feminist saying goes - The Personal is Political! We should strive to use these as examples to illustrate or raise questions about readings and course debates rather than substituting anecdotes for critical thinking.

READINGS

You do not need to purchase any readings/books for this course.  All reading materials will be on the course’s Moodle website and all videos will be linked on the syllabus.  You would be able to access the videos required for the course for free through YouTube or the Smith Kanopy service (https://www.kanopy.com/en/smith/). The course schedule below lists the readings/videos we will cover each class day during the semester.

The course will introduce clinical social work practice by addressing the fundamental purposes, historical and ongoing debates, functions, and practice methods. Links to clinical social work practice with groups are made in this course in addition to social work theory (including psychological and social theories),  issues related to social policy, agency and community contexts, and advocacy work, as well as research (e.g., empirical evidence, evaluation). 

This 10-week course is organized by three broad areas of social work practice competence: 

1. Principles of clinical social work practice 
2. Clinical competencies in the beginning phase of social work practice
3. Introduction to clinical competencies in the middle and ending phases of practice

First, this course will focus on social work values, ethics, and other key principles, in clinical social work practice. Attention will be given to the clinician’s capacity for an intentional and effective use of self as well as understanding and addressing complex and intersecting nature of power and various social locations within a therapeutic process. 

Next, the course will address foundational practice competencies required in the beginning phase of practice, namely interviewing skills for relationship building, assessment, case formulation, goal setting, contracting, and treatment planning. Understanding that much of clinical practice was built on Euro-centric, western, colonial epistemologies, instructors will invite students to critically appraise and identify ways to engage clinical skills responsibly from racial and social justice perspectives. 

Finally, the last part of this 10-week course will introduce students to the competences relevant to the middle phase of practice, such as common tasks and processes involved with this phase of work, an introduction to several intervention models of working with individuals and families, case management (e.g., working with collaterals, resource development, referral), as well as the ending phase of practice, such as practice monitoring, evaluation, and termination. While several conventional intervention models (e.g., psychodynamic, cognitive-behavioral, trauma work) will be introduced, the course will also engage students in critically examining the utility and limits of these models, with a goal of centering practice decisions on the needs and voices of clients from marginalized communities. A variety of pedagogical methods, including lectures, discussions, the use of media, case-based learning, mindfulness exercises and role-plays, will be used to introduce practice principles, theoretical and empirical literature and competency-based skills. Throughout the course, student learning will be scaffolded, moving from learning aboutpractice to doing practice through various experiential methods, such as mindfulness exercises, case-based discussion and peer-to-peer role plays. Case materials used for discussion and role-plays will reflect individual and family practice in a range of service settings with a focus on the social and structural contexts surrounding marginalized communities.

START INFO!!

Helli,

We will begin our seminar Monday 9/11, 7-9EST. 

I am hearing that there is confusion about this start date. If you had not realized that we would meet this wk, and have an overlapping commitment, please contact me at mcoco@smith.edu. 

I am currently in an area in Massachusetts impacted by recent storms and have unreliable internet and electricity access. 

I will be in a better access location tomorrow and will put our zoom info into an announcement. I will also forward it via email.  

Looking forward to meeting all of you, and learning with you over the course of our practicum seminar!

Thank you for your patience as I navigate unanticipated disruptions impacting our communications.

Best,

Melissa