Persona:
Martínez Herrero, María Inés

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0000-0002-7743-2771
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Martínez Herrero
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María Inés
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2013 - 201952020 - 20248
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Mostrando 1 - 10 de 13
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    Reconceptualizing social work in times of crisis: An examination of the cases of Greece, Spain and Portugal
    (SAGE Journals, 2014-07-01) Ioakimidis, Vasilios; Cruz Santos, Clara; Martínez Herrero, María Inés
    What started as a peripheral banking crisis in 2008 within five years triggered the deepest recession Europe has seen in decades, escalating to manifold socio-political crises. Under these circumstances, many social workers find themselves in a situation of extreme pressure and insecurity. Traditional theories and orthodox practices are now challenged by frontline social workers. This article explores such a ‘reconceptualization’ process, evaluating recent developments and changes in Spanish, Portuguese and Greek social work. We argue that the current crisis has generated a profound (re)politicization of social workers which leads to the redefinition of the core values and principles of social work.
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    El Trabajo Social en Inglaterra: ¿el principio y el fin de una profesión para la justicia social?
    (Ediciones Complutense, 2017-05-26) Martínez Herrero, María Inés
    Este artículo ofrece una discusión sobre el trabajo social en Inglaterra, país que se encuentra a la vanguardia del neoliberalismo, tanto a nivel de la estructura económica nacional como de la incorporación de nociones y prácticas neoliberales en el Trabajo Social. Para ello, se analizan en primer lugar los conceptos de “neoliberalismo” e “ideología neoliberal” y se explica a continuación en qué consiste y cómo se ha desarrollado en Inglaterra el “trabajo social neoliberal”. Por último, el artículo ofrece una breve discusión sobre algunas de las iniciativas y propuestas para la resistencia al neoliberalismo que se están desarrollando en el país y algunas conclusiones sobre la temática, destacando la importancia de tratar de evitar en otros países algunas de las circunstancias han llevado al trabajo social en Inglaterra a convertirse, en gran medida, en una profesión de control social al servicio de los intereses de los gobiernos “neoliberales” que se han sucedido desde los años 80 en este país.
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    ¿Es la Intervención Social Comunitaria un buen punto de partida para el cambio social radical hacia la justicia social? Una reflexión en torno al contexto político-ideológico de la Intervención Social Comunitaria en el Reino Unido
    (UNED - Universidad Nacional de Educación a Distancia, 2024-12-13) Paz Oliva, Víctor; Martínez Herrero, María Inés
    Este artículo busca ofrecer una reflexión sobre la complejidad de la relación entre el Estado de Bienestar, la intervención social comunitaria y la ideología política, a la luz del ejemplo del Reino Unido. Para ello analiza las ideologías subyacentes a las políticas sociales de intervención social comunitaria en el país desde la segunda mitad del siglo XX, prestando una particular atención a los desarrollos más recientes relativos a la política de Reino Unido ante la soledad no deseada (implementad desde 2018). Partiendo de este análisis, el artículo pasa a abordar la cuestión de si la intervención social comunitaria puede y debe promover un cambio social radical hacia la justicia social en las sociedades democráticas contemporáneas. En base a los estándares profesionales y éticos para la práctica del trabajo social y el desarrollo comunitario en el Reino Unido y a nivel global, así como a los datos sobre la desigualdad imperante en el país, se argumenta que perseguir este cambio radical, efectivamente debe ser un objetivo principal de la intervención social comunitaria contemporánea. Aunque a menudo promovida por los gobiernos como una forma de autoayuda que no cuestiona el orden social, la intervención social comunitaria tiene un potencial radical inherente al reunir a las personas para resolver problemas sociales, fomentando mediante el diálogo la concientización sobre las causas estructurales de su desventaja.
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    Whether or not to open the Pandora´s box: an analysis of latent conflict in vulnerable neighbourhoods with high socio-cultural diversity in Spain
    (Taylor and Francis Group, Routledge, 2024-02-23) Lorenzo Gilsanz, Francisco Javier; Barciela Fernández, Sergio; Martínez Herrero, María Inés; https://orcid.org/0009-0005-4212-054X
    Worldwide, vulnerable neighbourhoods of large cities are often the scene of collective violent conflicts linked with migration and ethnic minorities’ struggles for social justice. However, urban conflicts of this kind have not taken place in Spanish cities with high immigration rates, even though the country has been deeply affected by two recent socioeconomic crises (2009 and 2020). This article reports findings of a study aimed at understanding what lies behind this apparent social peace. The research methodology was based on an analysis of secondary socio-economic and socio-relational data from the Spanish Institute of Statistics and from key national surveys and reports. Results confirmed that immigrant population living in the country are strongly segregated in the lower strata of the labour and socioeconomic structure and have been disproportionately affected by the crises. However, research findings also pointed to the existence of strong closed support networks where social capital has been effective at palliating members’ disadvantage and unrest. Drawing on the Theory of Rupture Frames, we argue that this is a fragile and unsustainable social peace, rooted in social injustice, and anticipate that unless actively prevented, uncontrolled conflict will eventually emerge in main cities’ neighbourhoods in Spain.
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    The theory of Rupture Frames: a new map for social work education and practice to understand, explain and address urban conflicts in vulnerable neighborhoods with high socio-cultural diversity
    (Routledge, 2023) Barciela Fernández, Sergio; Lorenzo Gilsanz, Francisco Javier; Martínez Herrero, María Inés; https://orcid.org/0009-0005-4212-054X
    Conflicts linked to immigration and ethnic minorities—especially those settled in the poorest neighborhoods of large cities— are frequent in contemporary democracies and are expected to continue to gain notoriety worldwide. The prevalence and complexity of these conflicts lead to the need for a solid analytical framework to accurately address these. This chapter presents and argues for the adequacy of a macro theoretical proposal, the Theory of Rupture Frames (TRF), for guiding social work analysis and intervention facing the specific events of urban conflicts in vulnerable neighborhoods with high socio-cultural diversity. After offering a synthesis of the main lines of contemporary research on social conflict, the chapter will argue that the TRF provides solidarity to the social work approach in these contexts and is well aligned with the Ethical Principles of Social Work (IFSW, 2018). The chapter will also highlight the importance of social work’s contribution to knowledge development and to society as an applied discipline capable of putting scientific knowledge into action and returning critical assessments of the different theories’ adequacy to explain and improve life in society.
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    Seeking to fulfil the human rights promise: practitioner perspectives and an assessment tool for realising human rights based social work education and practice.
    (Taylor and Francis Group, Routledge, 2024-10-23) Martínez Herrero, María Inés; Lorenzo Gilsanz, Francisco Javier; Barciela Fernández, Sergio; https://orcid.org/0009-0005-4212-054X
    International social work organizations emphasize human rights (HR) as a main social work principle. However, a focus on HR is often lacking in social work education. This often results in an inspirational, rather than deep and meaningful application of HR commitments in social work practice, with kindness and respect being conflated with a realization of HR. Nevertheless, without a critical HR awareness, social workers may inadvertently neglect or hinder service users’ rights. This article presents the findings of an exploratory study which examined, through in-depth interviews with six practitioners working in HR sensitive contexts in Spain, how the experience (or lack thereof) of HR education influences practitioners’ engagement with HR. Findings indicate that, for social workers to overcome inspirational approaches and achieve an HR based social work practice, training and support mechanisms need to be developed at different contexts: 1. In social work education, importantly including social work placements and a practice orientation of teaching 2. At social work services’ organizations and 3. At the broader social work professional organizations and political-institutional contexts. Drawing on the findings, the researchers developed a Human Rights Practice Assessment Tool to support lecturers, students and practitioners in applying HR principles meaningfully in social work.
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    Luces y sombras del trabajo social en la dictadura franquista (España, 1939-1975): una historia aún por contar
    (Universidad de Chile, 2024-05) Martínez Herrero, María Inés
    Las diferencias entre la dictadura franquista (España, 1939-1975) y aquellas que, como la de Chile (1973-1990), asolaron América latina en las últimas décadas del siglo XX, son claras y numerosas. Hace 50 años, durante el golpe de Estado en Chile, la prolongada dictadura española ya estaba inmersa en un proceso de desintegración que culminó con la muerte natural del dictador en 1975 y el inicio de la transición democrática. Sin embargo, ambas dictaduras consolidaron su poder mediante una brutal represión política y han ganado notoriedad internacional en las últimas décadas al desvelarse la práctica de robo de bebés a familias opositoras. No obstante, en la literatura sobre la historia del trabajo social en España encontramos un gran silencio en torno a estas temáticas y una narrativa centrada de manera casi exclusiva en las “luces” de la trayectoria de la profesión (hitos, logros y aspiraciones). Si bien este enfoque se entiende atendiendo al contexto histórico en el que tuvo que desarrollarse entre muchas dificultades el trabajo social en el país, y desde “el espíritu de la transición”, este artículo defenderá que se vuelve fundamental, al día de hoy, volver la vista atrás e investigar también “las sombras” y recovecos de la historia de esta profesión. Explorar estas sombras develará episodios de los que no estaremos orgullosos/as, pero también historias de valiente resistencia. Más importante todavía, ayudará al trabajo social en España a conocerse mejor (incluido su peligroso potencial) y a ocupar su lugar en los procesos de recuperación de la memoria histórica y reconciliación, tanto de puertas adentro como al servicio de la sociedad, de acuerdo con su compromiso ético con los derechos humanos y la justicia social.
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    Austerity and social work in Europe: listening to the voices of resistance
    (Policy Press, 2013-11-01) Ioakimidis, Vasilios; Martínez Herrero, María Inés; Yanardağ, Umut; Farrugia Bennett, Colette; Teloni, Dora
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    Human rights and social justice in social work education: a critical realist comparative study of England and Spain
    (Taylor & Francis, 2018-11-03) Martínez Herrero, María Inés; Charnley, Helen
    The history of social work as a profession and academic discipline is inextricably linked with principles of human rights (HR) and social justice (SJ). The Global Standards for social work education promote HR and SJ as unifying themes, yet there is little understanding of how these themes are embedded in social work education in specific national contexts. This article, based on empirical research in England and Spain, explores social work educators’ understandings of, and strategies used in learning and teaching about, HR and SJ. Using a critical realist framework, a web survey was followed by qualitative interviews with educators in each country to identify opportunities and challenges in stimulating students’ theoretical understanding of HR and SJ, and their application in practice. Findings show that prevailing neoliberal ideology has pervaded social work in both countries (more strongly in England) placing pressure on social work educators to convey narrow understandings of HR and SJ and to adopt increasingly bureaucratic and distant relationships with students. Identifying a range of factors informing educators’ understandings of HR and SJ, the research identifies spaces for strengthening the focus on HR and SJ in social work education. The article argues that while university-based social work education remains a fertile site for the deconstruction of neoliberal ideology that threatens the HR and SJ foundations of social work globally, social work and social work education require the development of a distinct, alternative, HR and SJ-based ideology.
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    Resisting neoliberalism in social work education: learning, teaching, and performing human rights and social justice in England and Spain
    (Taylor & Francis, 2020-04-03) Martínez Herrero, María Inés; Charnley, Helen
    In an increasingly complex, globalized world, many of the problems confronting social workers are rooted in structural inequalities created or deepened by uncontrolled neoliberal market mechanisms. Yet neoliberal political agendas dominating the global order encourage individualistic models of social work intervention, characterized by managerialism and deprofessionalization. Critiquing the impact of neoliberalism, those aligned with critical and radical social work traditions have highlighted the use of narrow technicist interventions to disguise the root social causes of people´s suffering and contradicting values of human rights (HR) and social justice (SJ) that lie at the heart of social work as a profession. For social work students to locate themselves confidently within HR and SJ frameworks, they must experience HR and SJ as central to their education. This article draws on doctoral research exploring how HR and SJ are operationalized in social work education in England and Spain. A web survey of social work educators and students was complemented by interviews with educators in both countries. Findings revealed key opportunities for learning, teaching and performing HR and SJ in social work education. We discuss each in turn, reflecting briefly on the implications for enhancing the profile of HR and SJ in social work education