| This qualitative exploratory study focused on the attention paid to social action in Canadian social work education, and the social action activities of bachelor of social work graduates. Using the research methodologies of content analysis and grounded theory, the mission/mandates of Canadian schools of social work offering undergraduate programs were examined, along with a sample of mandatory course outlines and accompanying texts. Two contemporary practice frameworks, based on ecological and radical models were reviewed with a view to discovering what ideological assumptions each contained, and how this influenced discussions of social action interventions. Fifty-eight graduates of social work programs were interviewed to explore whether they were involved in social action activities, what influenced their involvement, and what attention had been paid to social action in their undergraduate programs. Graduates were also asked for pedagogical suggestions regarding the teaching of social action strategies.;The information from the research provided a picture of Canadian social work undergraduate education between the years 1990 and 1995, and the social action activities of individuals graduating from schools during that time period. It was found that practice frameworks based on ecological models were dominant in the mandatory course offerings and the textbooks being utilized. Practice frameworks based on radical models provided more of an opportunity to discuss and learn social action strategies. Social action, as a social work intervention, was primarily discussed in courses focused on community development, which were marginalized in the undergraduate curricula.;Most graduates were involved in social action activities prior to commencing their social work education. However, these activities were primarily focused on individual client and small group advocacy efforts, more representative of a social reform perspective. Major influential factors in prompting social action involvement were identified as contact with significant role models, experiencing marginalization and the values, beliefs and ethics which individuals held. The influences portrayed by graduates were utilized to construct a process of "becoming socially active". A number of suggestions for emphasizing social action in the undergraduate social work curricula were offered by graduates for consideration by social work educators. |
