SWK 220 Introduction to Social Welfare

SWK 220 Introduction to Social Welfare

Winter 2020

Instructor: Ben Capili, MSW, RSW

Email: [email protected]

Phone: 204.799.3806

Duration: January 13, 2020 to April 9, 2020

Delivery Mode: Online

Credits: 3 credit hours

Prerequisites: None

Voluntary Withdrawal Deadline: March 6, 2020

Time Extension Application Deadline: March 27, 2020

Availability

The best way to connect with me is by email, text, or phone at [email protected] or

204.799.3806. I will respond within 24 hours except on weekends and holidays.

Territorial Land Acknowledgment

I would like to begin by acknowledging that we are in Treaty 1 territory and the land on which

we gather is the traditional territory of Anishinaabeg, Cree, Oji-Cree, Dakota, and Dene peoples,

and the homeland of the Metis Nation.

Course Description

Social work can be defined as having 4 components: it is a helping profession, it works toward

social justice, it operates within legislation and it uses a person in environment framework

(Heinonen & Spearman, 2010; Hick, 2010). This course examines social work as it operates

within a social welfare system. Social workers have an ethical responsibility as a helping

profession to understand social welfare policy and the processes involved in policy making for

the following reasons:

mailto:[email protected]

mailto:[email protected]

Social policy has a direct impact on the development and delivery of social services.

Social workers, by profession, are called to understand policy and examine more closely

the beliefs and values which shape political systems and influence policy decision

making.

Social workers have an ethical responsibility to examine how policies impact society and

thereby advocate for progressive social change.

The purpose of this course is to provide students with knowledge and skills to understand and

assess the social welfare system in Canada as well as global market forces that impact

international aspects of welfare. The focus is on explanation: being able to analyze the social,

economic, and political factors that influence the social policy choices made by governments.

Emphasis is placed on an understanding of historical models of social welfare by determining

where social policy has come from and where it is going. This course will introduce students to

the ideologies that have influenced and continue to influence policy making. In this class, we

will explore a variety of world views, beliefs, and values which inform what we know and how

we know it.

Booth University College Social Work Program Outcomes

a. Social work students acquire knowledge of organizational and societal systems and

acquire skills to identify social inequalities, injustices, and barriers and work towards

changing oppressive social conditions.

b. Social work students develop the ability to critically assess the social, historical,

economic, legal, political, institutional, and cultural contexts of social work practice at

local, regional, provincial, national, and international levels and respond to changes in

these contexts that shape practice.

Social work program outcomes fall under the following categories:

1. Identification as a professional social worker and use of self.

2. Adherence to the Social Work Code of Ethics and adoption of social work values in

professional practice.

3. Professional practice skills with individuals, families, groups, communities and

organizations; applying knowledge of human behaviour and the social environment.

4. Identification of structural sources of oppression and inequity, and promotion of human

rights and social justice at all client system levels.

5. Employment of critical thinking in professional practice.

6. Engage in research.

7. Engage in policy analysis and development to advance social and economic well-being

and deliver effective social work services.

Course Objectives

Upon successful completion of the course the student will be able to:

Course Objectives Program Outcomes Assessment

Recognize the historical influences of the

welfare state and describe the contemporary

state.

1,3,4,5,6,7 Online discussion

Social policy debate

Theoretical research

paper

Final exam

Describe the construction of policy making

and recognize political, economic and social

influences.

1,4,5,6,7 Online discussion


Policy brief


paper

Final exam

Describe the linkages and inter-

connectedness of policy and oppression



paper

Final exam

Describe the connection between social

policy and practice




reflection


Paper

Final exam

Compare and contrast North American

social policy and social welfare

5,6,7 Online discussion


paper

Final exam

Identify the importance of the social work

profession in promoting progressive social

change and advancing human rights


Policy brief


paper

Describe a variety of worldviews, beliefs

and values that shape and influence social

welfare and social policy




paper

Final exam

Ability for self-reflection to evaluate how

our own worldview compares with the

skills, beliefs, and values of the social work

profession

1,2,5,7 Online discussion


reflection

Course Objectives Program Outcomes Assessment

Critically analyze and evaluate social policy



Policy brief


paper

Final exam

Demonstrate written and oral advocacy

skills

1,3 Online discussion


Policy brief

Identify appropriate welfare resources for

populations served by our helping

profession

3,4 Online discussion

Policy brief


paper

Articulate the relevance of having a working

knowledge of social welfare in Canada for

social workers



Paper

Final exam

Course Textbook

Graham, J.R., Shier, M.L., & Delaney, R. (2017). Canadian social policy: A new introduction

(5th

ed.). Toronto, ON: Pearson. ISBN 9780134164984

Textbooks are available on amazon.ca or through the publisher.

Course Requirements

Due Dates

Assignment Due Date

Social Policy Debate Wednesday, February 12

Social Policy Debate Reflection Wednesday, February 26

Policy Brief Wednesday, March 18

Theoretical Research Paper Wednesday, April 8

Final Exam Scheduled during April 13-20, 2020

All assignments must be completed in APA format, Times New Roman, 12 point font size,

double spaced as a Word document.

Assignments should be submitted electronically by uploading them to the assigned drop box on

the course website. You will find the drop box under the week that it is due. Double check to

make sure your document uploaded properly.

Academic Learning Centre – Booth University College offers free academic tutoring and other

research and writing resources. Visit the Academic Learning Centre webpage for more details or

to book an appointment.

Course Schedule

Unit Topic and Activity Readings All required readings other than the text are posted on the

course website

Unit 1

Jan. 13 -

18

Social Policy and

Social Welfare

Course

Introduction

Online discussion

Graham, Shier, & Delaney - Chapter 1

Unit 2

Jan. 19 -

25

Historical

Influences

Online discussion


Unit 3

Jan. 26

– Feb. 1

Contemporary

Social Policy

Structures

Online discussion


Westhues, A. & Kenny-Scherber, C. (2012). Becoming

acquainted with social policy. In Westhues, A. & Wharf, B.

(Eds.), Canadian social policy: Issues and perspectives (pp. 1-

15). Waterloo: Wilfred Laurier University Press.

Unit 4

Feb. 2 -

8

Ideological, Social,

and Economic

Influences

Online discussion


Unit 5

Feb. 9 -

15

Political Debate

Online Social

Policy Debate

Group activity: Political debate on identified social issue

from the ideological viewpoint of your group’s political

party.

READING WEEK – FEBRUARY 16 - 22

Unit 6

Feb. 23

- 29

Feminist, Anti-

racist, and

Postmodern

Critiques

Online Social

Individual activity: Personal reflection on the social policy

debate.

Mullaly, B., & Dupre, M. (2019). Feminist, anti-racist, and

postmodern critiques. In Mullaly, B., & Dupre, M. (Eds.), The

new structural social work: Ideology, theory, and practice

https://boothuc.ca/campus-life/academic-learning-centre/

Policy Debate

Reflection

(p.167-195). Don Mills, ON: Oxford University Press.

Unit 7

Mar. 1 -

7

Social Policy and

Emerging Realities

Online discussion


Unit 8

Mar. 8 -

14

Diversity and

Social Policy

Online discussion


Employment Equity Act:

http://laws-lois.justice.gc.ca/eng/acts/E-5.401/page-1.html

Unit 9

Mar. 15

- 21

Social Policy and

Social Work

Practice

Policy Brief


Unit 10

Mar. 22

- 28

Social Policy

Analysis

Online discussion


Unit 11

Mar. 29

– Apr. 4

Social Innovation

and Social

Entrepreneurship

Online discussion

Light, P.C. (2011). Still searching for social entrepreneurship.

In Light, P.C. (Ed), Driving social change: How to solve the

world’s toughest problems (pp.19-60). Hoboken, NJ: John

Wiley & Sons.

Unit 12

Apr. 5 -

11

Future Directions

in Canadian Social

Policy and Social

Welfare

Theoretical Paper


Exam

Apr. 13

- 20

Final Exam See Study Guide on course site

Course Marks

Online Discussion 20%

Social Policy Debate 10%

Social Policy Debate Reflection 10%

Policy Brief 15%

http://laws-lois.justice.gc.ca/eng/acts/E-5.401/page-1.html

Theoretical Research Paper 25%

Final Exam 20%

Total 100%

Course Assignments

Online Discussion Value 20%

In a face-to-face class in the classroom, students engage in discussion that takes place over time,

one that can develop and change over the entire semester. In an online course, online discussions

are designed to take the place of in-class discussion; they are your voice in the class. So while

they are serious work and they are part of your class grade, it is also important that you relax and

enjoy yourself while you are in these conversations. The online discussions are meant to be

informal, give you an opportunity to get to know your classmates, interact with the course

content, and be exposed to different viewpoints.

Online discussions will be mainly done in the “chat” section on the online course shell. We may

explore alternative social media sources such as Twitter and Facebook Messenger. Chat and

social media platforms are meant for a more responsive, engaging discussion.

Weekly questions will posted by the instructor. Students are expected to share at least one initial

post by Wednesday each week and respond to at least two of their peers by Sunday.

Guidelines for online discussions:

Be clear and concise.

Proof read for spelling and grammar.

Back up your point (do not just say, “I agree”).

Demonstrate critical thinking skills.

Support your content by referring to research and literature.

Refer to course readings.

Refer to current issues in the news.

Reference any information that is not your own (APA).

Build on other student responses to create threads.

Share life and work experiences and learning from other courses to have meaningful

conversation.

Challenge and support one another.

Be respectful.

There will be a scheduled videoconferencing session once a month where it is expected that

all students connect at the same time for a virtual classroom. This session will be roughly

one hour and will replace the online discussion. All accommodations will be considered

when determining the videoconferencing schedule. Videoconferencing dates and times will

be posted in MyBoothOnline.

Social Policy Debate Value 10%

A discussion with the course instructor is required for completing the Social Policy Debates. The

instructor will be available to discuss the assignment through email or phone. This will ensure

that you understand both expectations and requirements for the assignment.

This assignment will be conducted through the videoconferencing at a scheduled time.

Please allocate a 2-hour block of time. Students will work in groups or independently based on

class size. Current issues in social policy is the subject of the debate at either the federal or

provincial level.

Each group member will be representing one political party and present the party opinion on a

particular social policy at the federal or provincial level. The instructor will choose what political

party the group or individual will represent.

THE EXPECTATION IS TO PRESENT AS THE POLITICAL PARTY YOU HAVE

BEEN ASSIGNED WHICH MAY OR MAY NOT ALIGN WITH YOUR PERSONAL

VALUES.

The class will be given the opportunity to identify a social issue and resulting policy to debate.

This presentation will have to be presented in a debate format. Information on format will be

provided on MyBoothOnline.

1. What is the issue at hand? The issue will be presented using an ideological position that is

based on one of the government parties in government (federal or provincial). It should

include a clear statement of the issue with appropriate evidence. An historical

background may be included in this part of the presentation.

2. The debates will present the argument that supports or opposes the social policy.

Addressing the ethics, values, and political ideologies that underlie each of the positions

from each party position.

3. Question and answer session. After the debates, the class will have time to ask questions

of the presenters.

Each student will have the opportunity for a 5-minute presentation to support or oppose the

social policy.

The speaker of each party will also get a 3-minute summary and rebuttal speech.

Students watching the debate will cast a secret vote to the instructor via email indicating which

group won the debate.

A policy debate rubric will be posted on MyBoothOnline to help students understand how the

debate will be marked.

Format: Videoconference (details to follow)

Social Policy Debate Reflection Value 10%

Each student will be required to submit a personal reflection on their part of the Social Policy

Debate.

The reflection is due one week after the social policy debate and should include the following:

1. Briefly state the political party you represented and the social issue.

2. A description of the ideological values and world view of the political party and an

analysis of how they affect direct practice.

3. Briefly state whether your personal values align or do not align with your assigned

political party. Also provide reasoning for your comments.

4. Your experience in spending time researching the political party and the values they

represent.

5. Any surprises or unique experiences during or after the debate.

Throughout your paper, you will be expected to critically analyze how policy impacts direct

practice and incorporate material from the course readings.

Length: 3 pages

Policy Brief Value 15%

Choose an issue and a policy that currently exists (you can use the policy that was used in the

policy debate or a different policy). Detail its history and its political attachments. Consider what

needs to happen to ensure that real social change has occurred how that movement toward

change ought to be conducted and the barriers that might need to be addressed.

Consider the role of the social worker in developing a relationship with governments, the content

of information, and the relationship to the group being represented. In examining these ideas and

this issue consider how the methodology takes into account the positioning of being a

professional.

The Policy Brief will evaluate your ability to demonstrate your understanding of the subject

matter by applying it to a policy or issue of interest to you.

There are numerous ways to classify the different means a government communicates about

ideas within government.

Typically, the way the bureaucracy communicates to each other and with their political masters

is in the form of policy briefs, issues briefs in the form of briefing notes, reports, memos,

meeting minutes, informal emails, and memos to Cabinet.

For this assignment, you will be required to write a policy brief, which is an important skill to

have when working in government or even when working with government in the private and

not-for-profit sectors.

A policy brief can be described as a document that addresses a specific public problem that may

or is already affecting a government. In this sense, a government may be proactive or reactive in

creating a policy brief about a problem. Analysts prepare such briefs for educated generalists

(e.g. legislators, managers) who may know little or nothing about the topic, but need to have a

general background quickly. The policy or issue brief synthesizes a large amount of complex

detail, so the reader can easily understand the heart of the issue, its background, the players

(“stakeholders”) and any recommendations, or even educated guesses about the future of the

issue. It may have tables and graphs; it usually has a short list of references, so the reader knows

something about the sources on which it is based and where to go for more information. Often,

the brief has its own ‘brief,’ which is a one page or shorter ‘executive summary’ that allows the

reader to quickly grasp the essence of the report. Sometimes the executive summary is the only

page a very busy Deputy Minister or Minister has time to read. There are many examples of

briefs on the Internet.

Target audience:

Your target audience and the recipient of the brief is the Minister in charge of the chosen

organization. You must identify who your target audience is on the title page.

Format:

The following sections are typically included in a brief:

Executive summary

Introduction

The policy/issue’s history/background

Importance and context of problem

Stakeholder analysis

Fiscal implications (if applicable)

Legislative requirements

Proposed or possible solutions or options to consider

Recommendations for action.

The Executive Summary should be no more than one page.

The Executive Summary is written in paragraph format but may have one list of bullets.

You may use bullets throughout the Policy Brief but make sure each bullet is clear to the

reader. Do not leave the reader guessing to the meaning of your bullet.

Always introduce a list of bullets.

You should use headings and they should be numbered.

Clear, concise, and correct writing is essential.

The level of writing should be geared toward someone who is intelligent but does not

have specialized expertise.

Concepts should be explained in simple language and avoid using jargon.

References and Format

Citation of sources is required.

Please provide a references section that includes at least five sources.

Spacing should be double-spaced and Times New Roman 12 font size used.

Please develop a title page – this does not count as a page; in other words, this is not page

1.

Be strategic – do not offend your target audience with inappropriate tone, style or

content.

Remember that in policy or issue writing, the goal is not to be exhaustive or overly-idealistic or

theoretical, but realistic, practical, strategic, concise, persuasive, balanced, and applied.

The goal is to present feasible options that might lead to action or a change in strategy on the

issue or problem you are addressing.

Instructions on how to write a policy brief as well as an example will be provided on

MyBoothOnline.

Length: No more than 5 pages or the assignment will be heavily penalized (10% each additional

page). The bibliography is in addition to the 5-page maximum requirement.

Theoretical Research Paper Value 25%

Students will write and submit a research paper and a resource list on a component of the

Canadian Social Welfare delivery system. You are encouraged to narrow your focus when

possible (ex: consider one aspect of the topic Canadians with disabilities such as children and

youth with disabilities or one aspect of the topic Income Security such as parental benefits).

A research paper is a presentation of the research available on a particular topic. Your paper

should refer to numerous articles and authors to provide a good representation of information

available. Do not rely heavily on one source. Demonstrate that you have spent time learning

about your topic from different sources and can educate the reader on the subject with accuracy

and credibility. Demonstrate critical thinking skills throughout by analyzing, making connections

and in-depth reflection on the information gathered.

Cite everything using APA format that is not your own original thought.

The section of the paper should be 5 pages (in addition to the 1 page resource list) and should

include the following:

1. A description of the delivery system.

2. The historical background of the delivery system.

3. Historical and current legislation relevant to the delivery of services.

4. Compare Canadian and American systems related to your topic.

5. Why this service is a need in the community, province, state or nation.

6. A resource list with reference to resources available for this aspect of the welfare system

in your local area. Provide the contact information for the resource/agency and a brief

description of what they have to offer (1 page).

The student is then to create a hypothetical client profile of one that would be in need of these

services and include it into the paper. Keep in mind that your research on the topic should

inform your client profile. As you research your topic you should be getting a better sense of a

person’s experience within the component of the social welfare system you are investigating.

Your client profile should include numerous citations to demonstrate that you used your

knowledge from your research to give an accurate portrayal of a client’s experience in this

system. Use this part of the paper to further inform the reader about the topic by using a case

illustration. This part of the paper should be as informative and research based as the first part.

The following is a guide in the creation of the ‘client’ (3 pages)

1. A brief profile of the client.

2. His/Her history.

3. His/Her present situation.

4. His/Her thoughts and feelings about this social welfare delivery system (back up why

your client may be thinking/feeling this way. Remember to try and empathize with your

client and how they might think and feel and why).

5. A description of any forms of discrimination such as: racism, sexism, ageism, etc. the

client has experienced (refer to any literature or research that helped inform your

understanding of this part of your client’s experience).

6. Any recommendations/suggestions from the client for service and improvements for that

aspect of the social welfare delivery system.

7. The client’s future goals and how this particular delivery system can aide them in

achieving their goals.

Length: 8 pages

Final Exam Value 20%

The examination will consist of multiple choice, true/false, matching and short answer questions.

The examination will be written during the examination period scheduled by Booth UC.

All students living in Winnipeg or within a 60 km radius of Winnipeg are required to write their

final exam on campus. Students who live beyond a 60 km radius of the city are permitted to

write their exam remotely. In order to do so, students must arrange for an invigilator to oversee

the exam-writing process and ensure that Booth UC standards are upheld. Invigilators must not

be a relative, friend, another Booth UC student, or a person living at the same address as the

students. Students must provide their invigilator's name, phone number, address, and email

address to the School for Continuing Studies once requested.

Course Policies

While the following rules may seem unduly bureaucratic, there are valid reasons for them. Social

workers work in a very deadline-conscious environment and must be able to produce various

reports on time and often under tight deadlines. Suitability for the profession is assessed in all

social work courses. Good time management and organizational skills are essential in this

profession and you will be evaluated on your abilities in these areas throughout the program.

Grading Scale

Here is the interpretation of the letter grades as per the University College academic policies, and

the percentage scores for this course that will normally correspond to those letter grades.

A+ Exceptional Performance with evidence of outstanding

original thinking, superior organization, exceptional

capacity to analyze and synthesize, a superior grasp of the

subject matter with sound critical evaluations; evidence of

extensive knowledge base.

94-100%

A Excellent Performance with evidence of excellent

original thinking, excellent organization, excellent

capacity to analyze and synthesize; an excellent grasp of

the subject matter with sound critical evaluations, evidence

of an extensive knowledge base.

85-93%

B+ Very Good Performance with evidence of original

thinking, very good organization, demonstrated ability to

analyze and synthesize; a very good understanding of the

relevant issues under examination; very good familiarity

with the relevant literature.

78-84%

B Good Performance with evidence of a good grasp of the

subject matter; evidence of critical capacity, good

analytical skills, a good understanding of the relevant

issues under examination; evidence of good familiarity

with the relevant literature.

70-77%

C+ Satisfactory Performance with evidence of a satisfactory

grasp of the subject matter, evidence of critical capacity,

an ability to develop solutions to simple problems found in

the material, evidence of familiarity with some of the

relevant literature.

65-69%

C Adequate Performance with evidence of an adequate

grasp of the subject matter; some evidence of critical

capacity, an ability to develop solutions to simple

problems found in the material; evidence of familiarity

with some of the relevant literature.

60-64%

D Marginal Performance with evidence of marginal

familiarity with the subject matter and some evidence that

critical and analytical skills have been used.

50-59%

F Inadequate Performance with little evidence of even a

superficial understanding of the subject matter; serious

weaknesses in critical and analytical skills; limited or

irrelevant use of the literature; failure to satisfy course

requirements.

0-49%

A grade of C+ is required to satisfy requirements for this course for all social work students.

Quality of Assignments and Requirements for Written Assignments

The professor reserves the right to reject any work that does not comply with requirements and

instructions. All assignments must be satisfactorily completed to receive a passing grade for the

course.

All written assignments must be typed double-spaced with no larger than one inch margins on all

sides and font size no greater than 12. All pages must be numbered. All assignments should

include a title page i.e. name, title of project, and date submitted. Review your assignments for

clarity, style, punctuation, grammar and spelling. Papers must be appropriately referenced using

APA style.

Academic Integrity

It is a serious offence to present a piece of work for course credit as one’s own if the work or a

portion thereof was done by some other person (plagiarism). Actions of plagiarism harm both the

student and the reputation of the University College. Plagiarism or any form of cheating in

examinations or term tests (e.g. crib notes) is subject to serious academic penalty that may

include loss of part or all of the marks for an assignment/test, failure in the course, dismissal

from the University College, or other serious consequences. Plagiarism or cheating in a course in

which a student is cross-registered with the University of Manitoba may lead to disciplinary

action by the University according to its policies.

To plagiarize is to take ideas or words of another person and pass them off as one’s own. In

short, it is stealing something intangible rather than an object. Obviously, it is not necessary to

state the source of well-known or easily verifiable facts, but students are expected to

acknowledge the sources of ideas and expressions they use in their written work, whether quoted

directly or paraphrased. This applies to diagrams, statistical tables and the like, as well as to

written material and materials or information from Internet sources. Failure to do so constitutes

plagiarism. It will also be considered plagiarism and/or cheating if a student submits an

assignment in whole or in part by someone other than themselves, or copies the answer or

answers of another student in any test, examination, or take-home assignment.

At the beginning of their program of study, all students are required to complete the prescribed

plagiarism tutorial. Instructors are required to report all allegations of plagiarism or cheating to

the Academic Dean before a grade is assigned. The original assignment is submitted to the

Academic Dean.

The Academic Dean will chair a joint meeting of student and instructor to hear both the

allegations and the student’s response to the allegations. The Academic Dean will then make a

determination whether or not plagiarism or cheating has in fact occurred and decide on

appropriate disciplinary measures. The student and instructor will be notified of the Academic

Dean’s decision in writing. A copy of the decision will be sent to the Registrar and University

College President. The student has the right to appeal the decision of the Academic Dean (see

Academic Appeals).

Timely Submission of Assignments

As the BSW program is a professional degree, we as BUC Social Work Faculty pledge to equip

students with the tools necessary to succeed in professional practice. In professional practice

social workers are required to manage multiple deadlines, meeting expectations of various

supervisors and stakeholders, and ensuring the needs of clients are not put into jeopardy. As a

student, development of time management skills and the ability to prioritize projects are an

important step towards professional social work identity. To this end, ensure you review your

syllabi and make a plan for assignment completion for all of your courses.

Assignments are due at the commencement of class on the scheduled due date. Any assignment

handed in after class has begun will be considered a day late and penalized as such. In

professional practice it sometimes happens that you will need to negotiate an extension of a

deadline with your supervisor. Similarly, should you experience extenuating circumstances you

are required to notify the instructor before the assignment is due.

Again, in preparation for professional work where late or incomplete work will not only affect

your performance review, but will jeopardize client well-being, late submissions will be

penalized by 5% of the final grade each day, starting on the due date and including weekends (up

to the value of the assignment). Extensions will be granted only in the case of extenuating

circumstances.

All assignments must be completed to receive a passing grade for the course. Assignments will

not be graded (hence a failing grade of 0 assigned) beyond one week after the due date.

Professional Unsuitability

The Department of Social Work may require any student to withdraw from the Social Work

Program if deemed to be unsuitable in aptitude for the profession of social work. The

Department recognizes there are professional competencies and conduct not measurable by

academic achievement alone, therefore the Social Work Department reserves the right to

ongoing monitoring and evaluation of students on their professional behaviour demonstrated

both in and out of the classroom. Continuance in the program is outlined in the Continuance

Policy.

References

Armitage, A. (2003). Social welfare in Canada. Don Mills, Ontario: Oxford University Press.

Baker, C. (2012). Spiritual Capital and Economies of Grace: Redefining the Relationship

between Religion and the Welfare State. 11(4), 565-576. doi:

10.1017/S1474746412000279

Bhatia,V. (2010). Social rights, civil rights, and health reform in Canada. Governance, 23(1), 37-

58.

Bishop, A. (1994). Becoming an ally: Breaking the cycle of oppression. Halifax: Fernwood.

Black, J.H. & Hicks, B. (2008). Electoral politics and immigration in Canada: How does

immigration matter? Journal of International Migration and Integration, 9(3) 241- 267.

Caidi, N., Stevenson, S., & Richmond, T. (2014). The power of data or why scholars should pay

attention to policy. Bulletin of the American Society for Information Science and

Technology, 40(2), 35-38. doi: 10.1002/bult.2014.172040021.

Caputo, R. (2014). Policy analysis for social workers. Thousand Oaks, CA: Sage

Carlson-Thies, S. W. (2009). Faith-based initiative 2.0: The Bush faith-based and community

initiative. Harvard Journal of Law & Public Policy, 32(3), 931-947.

Carniol, B. (2010). Case critical: Social services & social justice in Canada. (6th

ed.). Toronto,

ON: Between the Lines.

Chappell, R. (2014). Social welfare in Canadian society (6th ed.). Toronto, ON: Nelson.

Charlton, M. & Barker, P. (Eds.). (2015). Crosscurrents: Editors choice (8th

ed.). Toronto, ON:

Nelson Education.

Coco, A. P. (2010). Diseased, maimed, mutilated: Categorizations of Disability and an ugly law

in late nineteenth-century Chicago. Journal of Social History, 44(1), 23-37.

Cooke, M. G., A. (2009). Taking a life course perspective on social assistance use in Canada: A

different approach. Canadian Journal of Sociology, 34(2), 349 - 372.

DeVerteuil, G., & Wilson, K. (2010). Reconciling indigenous need with the urban welfare state?

Evidence of culturally-appropriate services and spaces for Aboriginals in Winnipeg,

Canada. Geoforum, 41(3), 498-507. doi: 10.1016/j.geoforum.2010.01.004

Douglas, J. (2011). The criminalization of poverty: Montreal's policy of ticketing

homeless youth for municipal and transportation by-law infractions. Appeal: Review of

Current Law and Law Reform, 16, 49-64.

http://link.springer.com.proxy1.lib.umanitoba.ca/journal/12134

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SWK 220 Introduction to Social Welfare

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Transcript of SWK 220 Introduction to Social Welfare