Conceptions of Knowledge in Swedish Social Work Education: A Historical Account

Abstract

This article considers competing conceptions of knowledge within Swedish social work education often presented as incompatibles. However, in this article we find commonalities and differences in these conceptions of knowledge. The analysis relies on written materials about Swedish social work education and concentrates on three developmental phases in time: the establishment of the first social worker programme, the establishment of social work as an academic discipline and the current situation. It shows how competing conceptions of knowledge try to respond to societal and academic demands in different ways.

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