BSW Program
S300/S400 Global Issues of Human Rights and Cultural Competent Practice
Spring,2010 Khadija Khaja, Ph.D.
Section: 23713 - S300
Section: 23789 - S400
Web-based Course
Course Description
This course will predominantly cover issues related to human rights, and cross-cultural practice. Social work practice in different continents will be also discussed. Global social justice issues faced by developing countries will be examined. A large part of the course will focus on our own assumptions and biases about cultures different from us.
Course Objectives
As a result of having completed the requirements of this course, the student will have demonstrated the ability to:
1.Understand global interdependence and international social work
2.Understand the global issues of human rights.
3.Analyzethe global inequalities of women.
4.Explain the importance of eastern and western paradigms when working with
diverse cultures around the world.
5.Examine social work practice in selected countries.
6.Discuss values and ethics in cross-cultural practice.
7.Explain ethical and value dilemmas when intervening in a culturally sensitive manner.
8.Demonstrate increased understanding of cultural competency skills.
This course primarily addresses the following IUPUI Principles of Undergraduate Learning:
#1.Core Communication and Quantitative Skills
#2.Critical Thinking
#3.Understanding Society and Culture
#4.Values and Ethics
(See last page for an explanation of the above principles and please note objective details are specifically explained in more detail in each module)
Required Text for Course
Reichert, E. (2006). Understanding human rights: An exercise book. Thousand Oak, CA: Sage Publications.
Required ReadingsAlready in the Web Course
Corey, G., Schneider-Corey, M, Callanan, P. Values and the helping relationship. In G. Corey, Schneider-Corey, M, Callanan, P. (2003). Issues and ethics in the helping professions p 70-107. Pacific Grove, CA: Brooks and Cole
Hokenstad, M.C. & Midgley, James. (1997). Issues in international social work: Global
challenges for a new century.Washington, DC : NASW Press
Ife, Jim. (2001). Human rights and social work. Australia: CambridgeUniversity Press:
Ife, J. (July, 2000) Local and global practice: Relocating social work as a human rights
profession in the new global order. Eileen Younghusband Memorial Lecture.
IFSW/IASSW Biennial Conference, Montreal, Canada
Hwedie, K.O. (1993). The challenge of social work in Africa: Starting the indigenisation process. Journal of Social Development in Africa, 8 (1), 19-30
Khaja, K., Queiro-Tajalli (October, 2006). Bridging eastern and western paradigms:
Transforming how we teach diversity. Paper Presentation 24th Annual Conference of the Association of Baccalaureate Social Work Program Directors, Los Angeles, CA.
Khaja, K. (2005). Omar Family: A case study of couple intervention with female circumcision. In, Cournoyer, Social work processes. (7th ed.). Pacific Grove, CA: Brooks/Cole.
Kumar, L. (2006). Apartheid in India. Doctoral Student Paper. Indianapolis, IN: Author
Ouellette, P., & Rank, M. (2000). Transitioning from teaching to life-long learning: Towards yet another paradigm shift. Journal of Family Social Work, 5(1), 57-73.
Queiro-Tajalli, I, & Campbell, C. (2002). Resilience and violence at the macro level. In R.R. Greene Resiliency. An integrated approach to practice, policy, and research (Ed.) (pp. 217-240). WashingtonDC: NASW Press
Additional Readings
American Psychological Association (2001). Publication manual of the American Psychological Association (5th ed.).Washington, DC: Author.
Brammer, R. (2004). Diversity in counseling. Belmont , CA : Thompson Learning Inc.
Carter, J.D., & Rashidi, A. (2004). East meets west: Integrating psychotherapy approaches for Muslim Women. Holistic Nursing Practice, May-June, 152-159.
Eliyasee, A.H., & Pickthall, M.M. (1996). The Holy Qur'aan. Hyderabad , India : Eliasii Family Book Service.
Farid, A. (1991). The purification of the soul: According to the earliest sources. London : Al-Firdous Ltd.
Ife, Jim. (2001). Human rights and social work. CambridgeUniversity Press: Australia.
Kar, S.B., & Alcalay, R. (2001. Health communication: A multicultural perspective. Thousand Oaks: CA:Sage publications.
Leigh, J.W. (1998). Communicating for cultural competency. Long Grove, IL: Allyn & Bacon Inc.
Mayadas, N.S., & Watts, T.D., & Elliott, D. (1997). International handbook on social work theory and practice.Westport, CT: Greenwood Press.
Rashid, S. (1999). Islamic influence in America : Struggle, flight and community. Journal of Muslim Minority Affairs, 19 (1), 7-31.
Ridley, C.R. (1989). Racism in counseling as an adversive behavior process. In. P.B. Pedersen, J.G. Draguns, W.J. Lonner , & J.E. Trimble (Eds.), Counseling across cultures(2nd ed.) (pp. 55-78). Honolulu : University of Hawaii Press.
Reizan A., & Meleis, A. (1986). Arab Americans perceptions of and responses to pain. Critical Care Nurse, 1986; 6 (6): 30-37.
Ridley, C.R. (1989). Racism in counseling as an adversive behavior process. In. P.B. Pedersen, J.G. Draguns, W.J. Lonner , & J.E. Trimble (Eds.), Counseling across cultures (2nded) (pp. 55-78). Honolulu : University of Hawaii Press.
Van Wormer, K. (2006) Introduction to social welfare and social work: The US and global perspectives.Belmont , CA : Thompson Higher Education
You may want to visit the following websites:
- on line writing laboratory at PurdueUniversity
Outline of Content and Readings
Module 1 Unit 1 (01/15/10)Orientation to Dr. Khaja’s Classroom
Introduction /expectations/course objectives
Recommended technology requirements
Learning in a virtual classroom
Reading: Oncourse Interactive Notes for Module 1-Unit 1 Orientation to Dr. Khaja’s classroom
(01/22/10) What Are Global Human Rights
Why Human Rights and Social Work?
Definition of Human Rights
Human Rights Terms
Enforcement of Human Rights
Reading: Chapter 1, Reichert
What are Human Rights?
Module 2Unit 1(01/29/10)Overview of Human Rights: Diverse Paradigms
Global human rights issues
Diverse ways to view the world & solving problems
Eastern and western paradigms
Bridging cultures
Global human rights in social work
Critical Reflection #1 DueFebruary 5
Reading: Oncourse Interactive Notes for Module 2 Unit 1- Global Human Rights
Reading: Khaja & Queiro-Tajalli, PDF File in Oncourse Module 2 Unit 1 - Bridging Eastern and Western Paradigms: Transforming how we Teach Diversity
Module 2 Unit 1(02/05/10) Beginning of Human Rights
Evolution of the human rights framework
The Universal Declaration of human rights
Social workers and development of human rights
Reading: Chapter 2, Reichert
Beginning of Human Rights.
Module 2Unit 2(02/12/10/9)Introduction to Cross-Cultural Counseling
Easter and Western paradigms
Cultural sensitivity
Cultural diversity
Diverse values
Global Social Work
Social work practice in the US and Canada
Multicultural counseling techniques
Counseling Muslim families
Caste systems in India
Critical Reflection #2 DueFebruary 19
Reading: Oncourse Interactive Notes for Module 2 Unit 2 - Introduction to Cross- Cultural Counseling
Reading: Oncourse Interactive Notes for Module 2 Unit 2 - Powerpoint Video Presentation on Social work Practice in the World with a Focus on the US and Canada
Reading: Khandare, PDF File in Oncourse Module 2 Unit 2 -Hidden Apartheid in India: The Continued
Practice of Untouchability
Reading: Khaja, PDF File in Oncourse Module 2 Unit 2 - Reflections on Teaching Effective Social Work Practice with Muslims
Module 2 Unit 2 (02/19/10)Universal Declaration of Human Rights
Why is it important?
What are the controversies about it?
Can human rights truly be universal?
Reading: Chapter 3, Reichert
Building the Foundation: Universal Declaration of Human Rights.
Module 2Unit 3(02/26/10)Global Women’s Movements
Globalization
International social work
Gender inequalities
Jata Rituals in India
Social work practice in Latin-America
Critical Reflection #3 DueMarch 5
Reading: Hokenstad & Midgley PDF File in Oncourse Module 2 Unit 3 - Globalization and Gender Inequalities
Reading: Oncourse Interactive Notes for Module 2 Unit 3 - Global Social Work and Global Women’s Movements
Reading: Oncourse Interactive Notes for Module 2 Unit 3 Powerpoint Video Presentation on Social work Practice in Latin America
Reading: Queiro-Tajalli & Campbell PDF Resilience and violence at the macro level.
Module 2Unit 3(03/05/10) Other Types of Rights
International covenant on civil and political rights
International covenant on economic rights
Global social and cultural Rights
Reading: Chapter 4, Reichert
Beyond the Universal Declaration of Human Rights.
Module 2Unit 4 (03/12/10)Case Study of Female Circumcision
Global interventions with female circumcision
Universal human rights complexities
Clinical practice with circumcised women
Critical Reflection #4 DueMarch 19
Reading: Oncourse Interactive Notes for Module 2 Unit 4 – Case Study of Female Circumcision: Human Rights Complexities
Reading: Khaja PDF File in Oncourse Module 2 Unit 4 – Omar Family: A Case Study of Female Circumcision with Couple Intervention
Reading: Oncourse Interactive Notes for Module 2 Unit 4 - Powerpoint Video Presentation - Female Circumcision We see it as Power Not Oppression
Module 2 Unit 4 (03/19/10) Human Rights and Vulnerable Groups
Who is vulnerable?
Women as vulnerable
Children as vulnerable
Victims of racism
Persons with disabilities
Persons with HIV/AIDS
Older persons
Gays and lesbians
Reading: Chapter 5, Reichert
Human Rights and Vulnerable Groups.
Module 2Unit 5 (03/26/10)Ethical and Value Dilemmas in Counseling
Cultural value conflicts
Imposing values on clients
Value case studies
Personal belief systems
Social work and Human Rights: Do they fit?
Social work practice in Europe
Critical Reflection #5 Due April 2
Reading: Corey, Corey & Callanan PDF File in Oncourse Module 2 Unit 5 - Issues and Ethics in the Helping Profession
Reading: Ife PDF File in Oncourse Module 2 Unit 5 - Local and global practice: Relocating social work as a human rights profession in the new global order
Reading: Oncourse Interactive Notes for Module 2 Unit5 - Powerpoint Video Presentation – Social Work Practice in Europe
Module 2 Unit 5 (04/02/10) Cultural Relativism and Global Human Rights
What is cultural relativism?
Why should we care?
How does it affect global social work practice?
Reading: Chapter 6, Reichert
Cultural Relativism.
Module 2 Unit 6(04/09/10)Global Poverty
Developing countries and poverty
Developed countries and poverty
Inequalities of wealth
Social work practice in Africa
Challenge of social work practice in Africa Children of War
Non-governmental organizations to help children
Critical Reflection #6 DueApril 16
Reading: Oncourse Interactive Notes for Module 2 Unit 6 – Global Poverty and Inequality
Reading: Oncourse Interactive Notes for Module 2 Unit 6 - Powerpoint Video Presentation – Social Work Practice in Africa
Reading: Hwedie PDF File in Oncourse Module 2 Unit 6 -The Challenge of Social Work in Africa: Starting the Indigenisation Process
Reading: Burke & Ngonyani PDF File in Oncourse Module 2 Unit 6 – A Social Work Vision for Tanzania
Reading: Noyoo PDF File in Oncourse Module 2 Unit 6 - Social development in sub-Saharan Africa: Lessons for social work practice in South Africa
Module 2 Unit 6(04/16/10) Global Human Rights and Ethics
NASW code of ethics
IFSW code of ethics
Human rights and ethics
Social work practice and human rights
International side of human rights and social work
Reading: Chapter 7, 8, 9, Reichert
Human Rights and Ethics
Social Work Practice and Human Rights
The International Side of Human Rights and Social Work
Module 2 Unit 7 (04//23/10))Social Work Practice in the Middle East .
Southeast Asia: Lessons from Indonesia.
Demographics of refuges around the world
United Nations High Commission for Refugees
Cultural sensitivity working with refugees
Social Work Practice in Asia and the Middle East
Non-social work practitioners serving vulnerable populations: The Indonesia case
Benefits of international field placements, independent studies, and service learning
Final Paper Due: April 30
Reading: “Special presentation about Indonesia and Human Service Providers”
Reading: UNHCR PDF File in Oncourse Module 2 Unit 7 – The State of the Worlds Refugees
Reading:UNHCR PDF File in Oncourse Moduel 2 Unit 7 – website
Reading: Oncourse Interactive Notes for Module 2 Unit 7 - Powerpoint Video Presentation – Study Abroad: A Social Work Student in Afghanistan
Reading: Oncourse Interactive Notes for Module 2 Unit 7 – Powerpoint Video Presentation – Social Work Practice in the Middle East and Asia
Module 2 Unit 7(04/30/10)Final Class
Web-based Evaluation of course
Course Policies
1. IndianaUniversitySchool of Social Work Policy on Plagiarism - 2007
The School of Social Work follows the IndianaUniversity policy on plagiarism which states:
Plagiarism is defined as presenting someone else’s work, including the work of other students, as one’s own. Any ideas or materials taken from another source for either written or oral use must be fully acknowledged, unless the information is common knowledge. What is considered “common knowledge” may differ from course to course.
- A student must not adopt or reproduce ideas, opinions, theories, formulas, graphics, or pictures of another person without acknowledgment.
- A student must give credit to the originality of others and acknowledge indebtedness whenever:
Directly quoting another person’s actual words, whether oral or written;
Using another person’s ideas, opinions, or theories;
Paraphrasing the words, ideas, opinions, or theories of others, whether oral or written;
Borrowing facts, statistics, or illustrative material; or
Offering materials assembled or collected by others in the form of projects or collections without acknowledgment.
In addition to the university statement on plagiarism which is published in the IU Student Code of Student Rights, Responsibilities, and Conduct (http// the School of Social Work also abides by the following addendum regarding plagiarism:
IU School of Social Work Addendum to IndianaUniversity Policy on Plagiarism
The intentional or unintentional use of information from another person without full acknowledgment. Such use, even when unintended, causes the work to appear to be the student’s own work and thus the student, not the original author, benefits from the omission of proper acknowledgment.
Copying or using information from web sites without appropriately documenting the Internet source.
Buying or using a document written by another person.
Submitting any part of the student’s own work which has been previously submitted, unless one’s own prior work is fully acknowledged and appropriately cited.
Academic dishonesty (including cheating on exams and plagiarizing papers, forums, etc.) is unacceptable. Any student caught cheating or plagiarizing will fail the course. Additionally, failure in this course will result in an automatic dismissal from the BSW program. A student's right to appeal such dismissal is outlined in the BSW Student Handbook.
To avoid plagiarism, students should credit sources whenever someone else's language or ideas are used. Such crediting must be detailed and specific. Generally using only a list of references is insufficient. See the Publication Manual of the AmericanPsychological Association (5thed.) for approved guidelines on this.
2. In accordance with the Indiana University School of Social Work grading policy,
students must earn at least a “C” to pass this course.
3. Students are expected to respect the opinions and feelings of other students, instructors, and guest speakers even though they differ from their own.
4. Consistent with the School’s academic policy, a formal evaluation of the course and
its instructor will be completed at the end of the course.
5. When using electronic communication, Internet etiquette is expected.
6. Any special needs related to a student's ability to complete the course successfully should be discussed with the instructor within the first three (3) weeks of classes.
Assignments and Grading
Online Critical Reflection Narratives – Six (10 points each)60% of grade
Online Final Essay - Due DateJune 24/09 40% of grade
Grading Scale
Consistent with University policy, grades of "Incomplete" will be granted by the instructor only when a student provides a satisfactory reason for the request (e.g. sickness, family crisis, etc.), preferably well in advance of the end of the course, and when the student has satisfactorily completed at least three quarters of the course requirements. All papers are expected to be turned in on time. There are no extensions given for any critical reflection papers, or final paper.
100 - 96 ……………A
95 - 91 ………. …..A-
90 - 86 ………. …..B+
85 - 81 ……B
80 - 76 ………….. .B-
75 - 71 .…………. .C+
70 - 76 …………….C
You must have a C or better to apply to the Indiana University School of Social Work
65 - 61 .…………. ..C-
60 - 56 …………….D+
55 - 51 …………….D
50 - 46 …………….D-
45 or below………..F
Evaluation and Grading
Competent writing skills are an in integral part of all social work practice. Any written work is expected to reflect graduate writing skills. If you have concerns about your writing skills, contact the campus writing center for assistance. Do so before written assignments are due. Utilizing the campus writing center is encouraged when needed.
Plagarism of any sort of academic dishonesty is prohibited by University policy. To avoid plagarism, credit sources whenever you use someone else’s work, language, or ideas. See the Publication Manual of the American Psychological Association for guidelines concerning text references. In accordance with the Indian University School of Social Work grading policy, students must earn at least a “C” to pass this course.
Assignments and Grading
Online Critical Reflection Narratives – Six (10 points each) 60% of grade
Online Final Essay - Due Date May 1st 40% of grade
Grading Criteria for Narratives
Effective practice of generalist social work requires good writing skills to communicate information accurately and concisely to others involved in helping client systems. For this reason, formal writing assignments in social work courses will be evaluated both for the content and ideas presented and for the clarity of that presentation. The grade for a paper will be based on the following criteria
I.Presentation and Appearance
A. Neatness
B. Correct grammar (noun-verb agreement, sentence structure, proper and consistent verb tense, etc.)
C. Spelling
D. Punctuation
E. Correct usage of APA style
II. Organization
A. Structure and format of the paper
B. Logical sequencing and continuity of ideas
C. Clarity of expression
D. Conciseness
III.Content as indicated by specific paper assignment.
All formal papers will be typed, double-spaced, and paginated. APA style is to be used, including in-text references and the bibliography. APA manuals are available at the bookstore and would be a valuable resource in your library.
Also visit and
Students experiencing writing difficulties are advised to seek assistance at the UniversityWritingCenter in Room 427 of Cavanaugh Hall. Please call 274-2049 to schedule an appointment or drop by to pick up some available written handouts. If you really get in a pinch, call the Grammar Hotline at 274-3000.
Americans with Disabilities Act Policies
In compliance with ADA guidelines, students who have any condition, either permanent or temporary, that might affect their ability to perform in this class are encouraged to inform the instructor at the beginning of the term. This should be discussed with the instructor within the first three (3) weeks of class. Adaptations of teaching methods and class materials, including text and reading materials or testing, will be made as needed to provide equitable participation