In a wide-ranging presentation derived from teaching experiences and research projects, seasoned professors, Wassie Kebede and Alice Buttereld, examine engaged research that links social work, human services, and social development with the intent of instigating action for social change.Drs. Kebede and Buttereld begin by introducing others to an overview of engaged research and models of social change, and then examine development issues in Ethiopia in view of engaged research. After offering their context of engaged research as a prototype for extrapolating development policies that can be studied, compared, and contrasted with those in other countries, Kebede and Buttereld present the results from the engaged research of former PhD students, now faculty at various universities in Ethiopia. The book provides a glimpse into the professors' own experiences and an emphasis on the importance of involving faculty and students in engaged research through coursework. Incorporating Engaged Research in Social Development is a comprehensive study that offers academic insight and research results in order to promote social development and change. Readers are encouraged to use this book for teaching and implementing engaged research in higher education. Guidelines for teaching undergraduate and graduate courses are included.

This handbook provides an authoritative account of social work field education in the global south. It presents an overview of various aspects of theory and practice modules in the social work curriculum and advances in research in social work field education in the developing world through in-depth analyses and global case studies. Key features: • Discusses critical issues and new directions in the theory and practice of social work field education, challenges in field work education, decolonising field work training, developing competent social work graduates, aligning fieldwork with cultural practices in indigenous communities, the idea of clinical social work, and a comparative analysis of social work field supervision. • Integrates theory and practice of social work field education for students and teachers from diverse geographical and cultural contexts across the global south, including countries from South Asia and Asia, Africa, and Latin America and the Caribbean, covering India, Bangladesh, Pakistan, Nepal, Sri Lanka, China, Georgia, Philippine, Turkey, Papua New Guinea, Eswatini, Republic of Trinidad & Tobago, Kenya, Nigeria, South Africa, Botswana, Chile, and Barbados. • Brings together international comparative perspectives on field work education in social work from leading experts, social work educators, and social work professionals. This handbook will be an essential resource for scholars and researchers of social work, development studies, social anthropology, sociology, education, South Asian studies, and Global South studies. It will also be useful to educators and practitioners of social work in global institutions of higher studies as well as civil society organisations.

This book will advance readers’ understanding of the knowledge development, building and/or management process within human service organizations, informed by the author's experience in human service organizations, as consultant, and practitioner. Readers can come to understand the knowledge building process, and gain a conceptual framework in building organizational knowledge for the advancement of human services practice. The importance of knowledge management in social welfare and human service is twofold. Knowledge management is about an organization managing what it knows in order to achieve more competent and more effective performance. It also is about how domains and fields of practice may transform themselves over time through the purposeful creation and destruction of knowledge. Knowledge management can be a cornerstone of today’s human service and social welfare organizations and may be a principal strategy for effecting innovation and evolution in the ways societies address and meet human needs.

This book provides a source of innovative theories and data for researchers grappling with social justice methodology and research methods in an environment constrained by funding agendas. This book foregrounds and promotes creativity and imagination within a critical frame of reference to challenge the status quo. It invites people into creative spaces for thinking about and researching ‘the social’. With/in these spaces both the processes of social justice research (methodology) and the presentation of the research (re-presentation) are seen as being intertwined. This book explores methodologies which include, but are not limited to: writing as inquiry; performance ethnography; emotional geographies; arts-based inquiry; autoethnography; evocative inquiry; reader’s theatre. This may include poetry, monologues, art, music, dance, and other creative mediums. Many of these methods are not new per se. What is new is the blurring of traditional research boundaries, for example between the social sciences and the arts, and the initial movement of these methods from the margins to the mainstream in the search for more successful ways to effect social justice outcomes. This book was published as a special issue of the International Journal of Social Research Methodology.

This book explores the finer nuances of community engagement in Indian higher education, ranging from theory to practice. It contextualizes the concept and practice of community engagement in the contemporary context, capturing global experiences, insights and varied standpoints. The volume also identifies gaps present in the system and recommends solutions for the successful implementation and scaling up of the practice of community engagement not only in India but also at the global level. It also brings to the forefront; opinions, perspectives and experiences of stellar women and their valuable scholarship with the aim of addressing the gender gap in the field of knowledge production on community engagement. The book will be of interest to scholars, teachers and researchers of education, higher education and sociology of education. It will also be useful for academicians, think tanks, higher education administration, policymakers, civil society organizations, higher education institutions and those interested in the study of community engagement.

Artificial intelligence (AI) permeates our lives in a growing number of ways. Relying solely on traditional, technology-driven approaches won't suffice to develop and deploy that technology in a way that truly enhances human experience. A new concept is desperately needed to reach that goal. That concept is Human-Centered AI (HCAI). With 29 captivating chapters, this book delves deep into the realm of HCAI. In Section I, it demystifies HCAI, exploring cutting-edge trends and approaches in its study, including the moral landscape of Large Language Models. Section II looks at how HCAI is viewed in different institutions—like the justice system, health system, and higher education—and how it could affect them. It examines how crafting HCAI could lead to better work. Section III offers practical insights and successful strategies to transform HCAI from theory to reality, for example, studying how using regulatory sandboxes could ensure the development of age-appropriate AI for kids. Finally, decision-makers and practitioners provide invaluable perspectives throughout the book, showcasing the real-world significance of its articles beyond academia. Authored by experts from a variety of backgrounds, sectors, disciplines, and countries, this engaging book offers a fascinating exploration of Human-Centered AI. Whether you're new to the subject or not, a decision-maker, a practitioner or simply an AI user, this book will help you gain a better understanding of HCAI's impact on our societies, and of why and how AI should really be developed and deployed in a human-centered future.