Social action field placements: Preparing social work students for macro-level practice

Abstract

Throughout social work’s professional history, the promotion of social justice has been a central yet challenging endeavour. Contemporary guidelines from the Canadian Association of Social Workers (2024) Code of Ethics, Values and Guiding Principles state “social workers demonstrate respect for all people facing oppression, exclusion, racism, and discrimination by advocating for: […] broader system change to policy, social programs, and legislative change [emphasis added]” (p.11). However, conventional social work curriculums often leave students ill-prepared to fulfill these responsibilities; students learn about social issues though not always how to advance systemic change (Clarke et al., 2017; Dudziak & Profitt, 2012; Greason & Plourde, 2025). This gap can be addressed by expanding macro-level field placement opportunities (Apgar, 2021b; Drolet et al., 2024; Mann-Johnson et al., 2024). Drawing from over 17 years of experience in St. Thomas University’s (STU) School of Social Work, this article describes how a mandatory social action field placement and co-requisite classroom-based course can prepare students for effective political and civic engagement. Recognizing that field education is social work’s cornerstone pedagogy for preparing students for professional practice, this paper aims to support the expansion of macro-level field placements throughout schools of social work.