Environmental social work (ESW) is an approach and a perspective in social work focusing on ecological and environmental sustainability and justice within the context of sustainable development (SD). This study aims to analyse students’ reflective tasks on challenges for ESW education and practice from a critical theory perspective. The purpose of this study is to discuss the implications of the findings for accelerating the implementation of SD in social work curricula.,The research participants comprised 49 master level students from four different cohorts studying the course “Social Work and Sustainable Development” at the University of Gavle, Sweden. The sample comprised only those students who had completed at least one of the three non-mandatory reflective tasks that were set within the course. The reflective tasks of the research participants were gathered as data for this study. A qualitative methodological approach with the help of ATLAS-ti V8.4 was used to analyse the gathered data.,This study discusses three primary results, which are categorised as “Being Boxed”, “Safe and Saviour Sweden” and “Politics and Power”. Based on the results, this study argues for a transformative and emancipatory pedagogy (TEP) in the teaching and learning of ESW to accelerate the implementation of holistic SD within the social work curriculum.,This study is mainly based on the analysis of “problematic” discourses of some of the students. The majority of the students and their respective discourses are not considered. Moreover, it would have been interesting, and probably enlightening to explore the background of the students (such as gender, ethnicity and religion) and any concomitant beliefs or prejudices (whether consciously held or otherwise) that would need to be addressed for an effective social work outcome. For ethical reasons, the background of the students was not recorded and analysed in this study.,Based on the results, this study argues for TEP in catalysing environmentalism within the social work curricula.,Social workers have a political mandate from their professional ethics to work for the protection of the planet and for the well-being of all – including non-humans. This study therefore argues for ESW education within social work curricula in promoting SD through social work practice.,Within the context of SD, there is a global call for social work education to shift from an anthropocentric to an eco-centric paradigm. However, ESW education is still in its infancy stage and very few universities are focusing in this particular area. This study therefore brings an important and well-needed layer of empirical evidence in considering the implications for catalysing environmentalism within the social work curricula.

中文翻译：

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环境社会工作

环境社会工作（ESW）是社会工作中的一种方法和观点，其重点是可持续发展（SD）背景下的生态和环境可持续性与正义。这项研究旨在从批判性理论的角度分析学生在反思ESW教育和实践挑战方面的反思性任务。这项研究的目的是讨论研究结果对加快可持续发展在社会工作课程中的实施的影响。研究参与者包括来自四个不同队列的49名硕士研究生，他们在大学学习了“社会工作与可持续发展”课程瑞典加夫勒市 样本仅包括那些至少完成了课程中设置的三项非强制性反思任务之一的学生。收集了研究参与者的反思任务作为本研究的数据。本研究采用定性方法学方法，借助ATLAS-ti V8.4来分析收集的数据。本研究讨论了三个主要结果，分别归类为“被装箱”，“瑞典安全与救助”和“政治与权力”。 ”。基于这些结果，本研究主张在ESW的教学中采用变革性和解放性的教学法（TEP），以加快在社会工作课程中实施整体SD的工作。本研究主要基于对“问题”的分析一些学生的话语。不考虑大多数学生及其各自的课程。而且，这本来很有趣，而且可能对探索学生的背景（例如性别，种族和宗教）以及为有效的社会工作成果而需要解决的所有伴随的信念或偏见（无论是否有意识地坚持）。由于伦理原因，本研究未记录和分析学生的背景。基于结果，本研究主张TEP在社会工作课程中促进环境主义。社会工作者具有从职业道德到政治道德的政治使命。为保护地球和为所有人（包括非人类）的福祉而努力。因此，本研究在社会工作课程中主张通过社会工作实践来促进可持续发展的ESW教育。在可持续发展的背景下，全球呼吁社会工作教育从以人类为中心向以生态为中心的范式转变。然而，ESW教育仍处于起步阶段，很少有大学专注于这一特定领域。因此，本研究在考虑社会工作课程中对催化环境主义的影响时，提供了重要且急需的经验证据。