The use of simulated service users or ‘clients’ in social work education has lacked critical analysis in research and teaching. What is often overlooked are attentions to how constituting essentialised clients and simulating them advances historically entrenched forms of injustice in social work education and practice. This gap in research and literature in social work education should signal to the field an issue with the pervasiveness of the hegemonies of biomedical disciplinary knowledge in social work. This gap should also highlight the need to ask how, why and to what end is critical analysis an ongoing omission from a pedagogical practice that is proclaimed as very central and essential to social work practice skills education. This article explores some of these gaps in the literature within the social, historical, and political contexts that shape how neoliberalism/colonialism influence the perpetuation of these omissions in social work education. Specifically, this article explores how the use of client simulation in social work works to reproduce ideas of an innocent professional self and a pathological Other, while ejecting or separating social and political analyses of social problems, marginalising and obscuring critical perspectives, and forgoing attentions to social justice and epistemological nuances within social work.

中文翻译：

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在社会工作教学法中模拟他者：通过新自由主义/殖民实践教学将受压迫者病态化

在社会工作教育中使用模拟服务用户或“客户”在研究和教学中缺乏批判性分析。经常被忽视的是关注如何构成本质化的客户并模拟他们如何推进社会工作教育和实践中历史上根深蒂固的不公正形式。社会工作教育中研究和文献的这种差距应该向该领域表明社会工作中生物医学学科知识霸权普遍存在的问题。这一差距还应强调需要询问批判性分析是如何、为什么以及目的是什么，这是一种教学实践中的持续遗漏，这种教学实践被宣布为对社会工作实践技能教育非常核心和必不可少的。本文探讨了社会、历史、以及塑造新自由主义/殖民主义如何影响社会工作教育中这些遗漏的长期存在的政治背景。具体而言，本文探讨了在社会工作中使用来访者模拟如何重现无辜的职业自我和病态的他人的想法，同时排斥或分离对社会问题的社会和政治分析，边缘化和模糊批判性观点，放弃对社会问题的关注。社会工作中的社会正义和认识论的细微差别。