Ten emerging "communities" for social work education and practice.

Recent research (Fisher & Corciullo, 2011; Rothman, 2012) has documented the decline of community organization content in social work education curriculums. There are several factors that contribute to this trend. Among them is the fact that most social work faculty members have little experience in community organization and do not feel prepared to teach such content. In addition, and perhaps more important, most students are unaware of or uninterested in community organization. In any case, they do not see it as a primary career path and are choosing not to concentrate their study in this area. Faculty members may contribute to this student disinterest, but in any case, where there is little demand (that is, students), there will be little supply (that is, content). Social work has survived as a profession in part because of its broad applicability in an ever-changing world. If community organization is to survive as a social work intervention method, then a broader conceptualization of community organization is needed. With the premise that “communities” should be broadly defined as groups of people who form a distinct social unit based on location, interests, or identification, this article delineates 10 emerging communities for social work education and practice and, in so doing, offers a means for reconceptualizing and reinvigorating community organization in professional social work. 1. The Online Community: Social work education programs need to revise their community organization curriculum content to emphasize the knowledge, values, and skills required for effective organizing in online communities. Online advocacy groups such as MoveOn.org and DoSomething.org are well known to young people. The effectiveness of using Facebook and other new technologies such as Twitter to organize social action activities has been demonstrated by the Arab Spring and Occupy Wall Street movements. Given this track record and social media’s appeal to young people, classroom readings and assignments need to emphasize their potential use by social workers in community organizing. 2. Green Communities: Global warming and the aim of preserving a healthy environment are primary topics of interest of students today. Surprising research is showing that the “greenest” communities are densely populated urban areas where dwellings are relatively small, recreation areas are shared by many, and people use bicycles, subways, trains, elevators, or their legs for transportation. New York City is a prime example. Social work education needs to better define and illustrate the potential role of social workers in organizing their communities to promote greener and therefore healthier environments. These roles include work with neighborhood organizations, city planning boards, citizen advisory committees, and land preservation trusts. 3. Gray Communities: The “graying” of the baby boomers is one of the most significant social welfare challenges facing the United States today. According to the U.S. Census Bureau (2012), the population of U.S. citizens ages 65 and older is expected to double by the year 2060. This trend, along with full implementation of the Affordable Care Act, will produce increased employment opportunities for social workers in senior centers, community mental health centers, substance abuse treatment, and assisted living communities. Social workers in the role of community organizer can be on the front lines of community needs assessment, service development, and advocacy for this growing population of older adults. 4. Devastated Communities: Changing weather patterns resulting from global warming increasingly are contributing to natural disasters, such as