When values collide: Finding common ground for social work education in the United Arab Emirates

Abstract

In this article the periphery between indigenous cultural beliefs and values of Emirate social work students in the United Arab Emirates and the often cited default Western social work values and beliefs used to teach social work to others is explored. The aim is to contribute to a better understanding of the significance of indigenous belief and value systems in the formulation of social work education approaches and discourse situated in local cultural beliefs and values rather than the Western or Eurocentric approach.

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