ABSTRACT

The world is experiencing an accelerating digital transformation. One aspect of this is the implementation of algorithmic decision-making, often supported by Artificial Intelligence. Algorithmic systems have the potential to change the meaning of critical elements of the engagement between social workers and people who need support. At the same time, social workers are increasingly being required by their agencies to integrate such abstracting technologies and techniques evermore comprehensively into their professional practice. This integration also creates tensions for training future social workers. It requires on the one hand directly responding to an old but intensifying tension between training students technically, and, on the other, providing the pedagogical tools for finding some critical distance from those same technologies and techniques. The article works through this tension of technique/critique, and a second associated tension between deploying technologies of mediated engagement and being present ‘in the room’ (presence/mediation). The consequences of how both tensions are handled, we suggest, are being intensified through the technologization of service-delivery. The article suggests ways of approaching a technical-critical pedagogy that responds to this complexity by being practice-embedded and theoretically engaged.

摘要

世界正在经历加速的数字化转型。其中一方面是算法决策的实施，通常由人工智能提供支持。算法系统有可能改变社会工作者和需要支持的人之间参与的关键要素的含义。与此同时，他们的机构越来越多地要求社会工作者将这种抽象技术和技巧更全面地整合到他们的专业实践中。这种整合也为培训未来的社会工作者造成了压力。它一方面需要直接回应技术培训学生之间古老但不断加剧的紧张关系，另一方面，提供教学工具，以找到与这些相同技术和技巧的一些关键距离。这篇文章通过这种技术/批评的张力，以及部署调解参与技术和出现在“房间里”（在场/调解）之间的第二个相关张力来工作。我们认为，通过服务提供的技术化，这两种紧张关系的处理方式正在加剧。这篇文章提出了接近技术关键教学法的方法，该教学法通过嵌入实践和理论参与来应对这种复杂性。我们认为，通过服务提供的技术化，这两种紧张关系的处理方式正在加剧。这篇文章提出了接近技术关键教学法的方法，该教学法通过嵌入实践和理论参与来应对这种复杂性。我们认为，通过服务提供的技术化，这两种紧张关系的处理方式正在加剧。这篇文章提出了接近技术关键教学法的方法，该教学法通过嵌入实践和理论参与来应对这种复杂性。