ABSTRACT This article examines how the experiences and realities of young people affected by war challenge the “typical” portrayal of family in social work education. Using aspects of duoethnography as a method of inquiry, the authors discuss war-affected social work students’ experience of elements of their curriculum and training. The discomforts shared point to important tensions and discords with prevailing traditional social work teaching concepts and approaches. War-affected young people feel that their realities often do not correspond to Western theories of human and child development and resettlement expectations. In making social work education more relevant and useful, there is a need to rethink the portrayal of family as well as teaching strategies. As part of this process, an increased sensitivity among social work educators is paramount, not only to the cultural, religious, geopolitically and ethnically diverse realities of children and families, but also to engaging young people directly in the learning process.

中文翻译：

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重新考虑受战争影响的年轻人的“家庭”的含义：对社会工作教育的影响

摘要本文探讨了受战争影响的年轻人的经历和现实如何挑战社会工作教育中家庭的“典型”刻画。通过使用民族志学的方面作为探究方法，作者讨论了受战争影响的社会工作学生的课程和培训要素体验。这些不便之处表明，与流行的传统社会工作教学理念和方法存在着严重的紧张和矛盾。受战争影响的年轻人感到，他们的现实往往不符合西方关于人类和儿童发展以及移民期望的理论。为了使社会工作教育更加相关和有用，有必要重新考虑家庭的刻画以及教学策略。作为此过程的一部分，