Community Development occupies a marginal and sometimes uncertain place in Social Work education, particularly in the Global North (Hanna and Ife, 2019; Westoby et al., 2019) leading to questions about its relevance in a neoliberal Social Work environment that focuses on individuals and on actions to manage risk. This environment restricts collective and generative practices that attempt to engage groups and communities in processes of social change. In contemporary global conditions that bring pressing new challenges and widening polarities, Community Development’s place in Social Work needs urgent re-examination (Forde and Lynch, 2015). What is the place of Community Development within Social Work education? How can Community Development pedagogy enable Social Work students to identify and pursue social justice and human rights goals? In what ways can qualifying Social Work education prepare practitioners to use Community Development in a range of contexts and settings? What can Community Development knowledge and ideas bring to the new and emerging challenges facing Social Work?

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引言——社会工作教育中的社区发展：不断变化的世界的主题

社区发展在社会工作教育中占据边缘地位，有时甚至不确定，尤其是在全球北部（Hanna 和 Ife，2019 年；Westoby等人。, 2019) 引发了有关其在关注个人和管理风险的行动的新自由主义社会工作环境中的相关性的问题。这种环境限制了试图让群体和社区参与社会变革进程的集体和生成实践。在带来紧迫的新挑战和不断扩大的两极分化的当代全球条件下，社区发展在社会工作中的地位需要紧急重新审视（Forde 和 Lynch，2015 年）。社区发展在社会工作教育中的位置是什么？社区发展教学法如何让社会工作学生识别和追求社会正义和人权目标？合格的社会工作教育可以通过哪些方式让从业者准备好在各种背景和环境中使用社区发展？社区发展的知识和想法可以为社会工作面临的新挑战带来什么？