This paper presents a community building perspective as integral to all aspects of social work education. Community building theories have existed for many years but community building practice approaches are just beginning to emerge. Organizational studies have primarily looked at community building in suburban or rural areas and for prevention of child abuse and neglect (Earls, McGuire & Shay 1994; Garbarino & Kostelny, 1992; Glisson & James, 1992; Halpern, 1996; Mulroy & Shay, 1997; Shay, 1995) or in youth leadership development (Finn & Checkoway, 1998; Lerner, 1996). These studies demonstrate the basic principles of community building practice. These include involving community residents as partners rather than clients as they establish community or neighborhood networks that use empowerment strategies and a community asset approach (Naparstek & Dooley, 1997). This paper examines incorporating community building practice into graduate social work education primarily through field education and eventually throughout the foundation and specialization curriculum. The authors will address the viability of integrating a community building perspective into social work education with the goal of developing practice approaches in community building which social work educators can use and integrate into the classroom and field teaching.

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