Rural camp in social work practicum: A lively pedagogy of learning

Abstract

In social work, learning comes from varied pedagogical dimensions of activities and interventions. These include observation and analysis of field work settings with social realities and participation in designing and providing social work intervention through social work methods, principles, skills, techniques, theories of social work and other social sciences & behavioral sciences or social system to achieve the variant tasks and goals. Rural camp is one of the important pedagogical dimensions or components in field work which provides opportunities to experience the rurality i.e. rural life, socio-eco-politico-cultural life, analyze rural dynamics, and observe the functioning of local self-government (Panchayat) and its power dynamics. Rural camp involves students in participation in planning and designing action activities for themselves and those for rural people and also helps in developing practical skills to carry out interventions, evaluate, and finally document the rare handy experience. This article explores the rural camp as a learning component for students and pedagogy of field practicum in social work in India. It also explores different phases and committees like Pre-Camp Committees, On-Camp Committees and Post-Camp Committees used during rural camp and how integrated social work methods are usually used. Some suggestions are provided for the improvement of rural camp like enhancement of the understanding of students for imparting scientific attitude and more on analytic understanding about the rural dynamics and need to develop their broad and positive vision towards the field, certain innovative methods to be used like Participatory Rural Appraisal (PRA) methods. Even comprehensive field studies and practical demonstrations are required when they are taught. Therefore, social work students, faculty trainers both should take active interest in developing participatory, interventional training system and broaden the scope of the training through rural camp. Students must be given proper theoretical training with an opportunity to acquire skills in planning, organizing, handling regulations, decision making so that collectively they contribute to the chosen cause in the area where the camp is held.

Key Terms: field practicum, rural camp, committee formation, social work learning transformation model, India