Knowledge conceptions in social worker’s education in Sweden

Abstract

In this paper we discuss knowledge conceptions implicit in social workers’ academic education in Sweden, knowledge conceptions often introduced as incompatible. We sustain that behind this image of incompatibility there are differences but also common assumptions. This paper is based on the review of documents treating different aspects of the social workers’ education in Sweden. Analysis focuses on three different periods in the history of the Social Work Education: first period tackles the establishment of the first educational program; second period considers the establishment of the social work as an academic discipline; and the third period deals with the current situation. The different knowledge conceptions prevailing in each period respond as much to the society demands as to the internal exigencies of the academic world.