Ken Saldanha

A photo of Ken Saldanha

Associate Professor

Social Work

349 Marshall

734.487.3075

[email protected]

Education

  • PhD, Social Work, University of Toronto
  • MSW, University of Toronto & University of Mumbai
  • BEd, Ontario Institute for Studies in Education, Toronto, Canada

Biography

Dr. Saldanha joined EMU in 2011 and teaches in both the BSW and MSW programs. He employs participative and collaborative instructional methods. Research interests include migration, homelessness, marginalized youth, behavioral health, culturally responsive practice, and the development of critical qualitative research methods. Practice expertise includes school social work, group work, community work, diversity and culturally relevant practice, and international social work.

Publications

  • Saldanha, K. (2022) The invisibility of migrant farmworkers: Implications and remedies. Latino Studies. https://rdcu.be/cGRBy
  • Bergart, A., Currin-McCulloch, J., Lind, K., Chilwalo, NB., Guy, DL., Hall, N., Kelly, D., Lee, CD., Mesbur, ES., Muskat, B., Saldanha, K., Seck, MM., Simon, SR., & Tully, G. (2021). We need mutual aid too: Group work instructors helping each other navigate online teaching Social Group Work.https://doi.org/10.1080/01609513.2021.2015648
  • Saldanha, K., Currin-McCulloch, J., Muskat, B., et al. (2021). Turning boxes into supportive circles: Enhancing online group work teaching during the COVID-19 pandemic. Social Work with Groups.https://doi.org/10.1080/01609513.2021.1910110
  • Saldanha, K. (2021). Many realities, one world: Dharavi, stranded migrants, and the lockdown in India. Qualitative Social Work. https://doi.org/10.1177/1473325020981749
  • Saldanha, K., & Ragg, M. (2021). Using flipped-course pedagogy to promote competence-based professional education. In Evidence-Based Education in the Classroom: Examples from Clinical Disciplines. Eds: Jennifer Friberg, Colleen Visconti, and Sarah Ginsberg. Slack Publishing.
  • Saldanha, K., Myler, L., & Seurynck, K. (2020). Building interpersonal care teamwork skills in a virtual IPE simulation event. Social Work with Groups. https://doi.org/10.1080/01609513.2020.1859073
  • Saldanha, K. (2020) A view from the other side: A senior’s view of participating in online groups during the pandemic. Social Work with Groups. https://doi.org/10.1080/01609513.2020.1848331
  • Saldanha, K. (2020). Making labor visible in the food movement: Outreach to farmworkers in Michigan. Qualitative Social Work. https://doi.org/10.1177/1473325020973265
  • Saldanha, K. (2020). Potential and perceived barriers to health care for farmworkers. NASW Specialty Practice Sections, Spring-Summer 2020.
  • Saldanha, K., & Raymond, M. (2019). Youth experiencing transitional and temporary homelessness: A pilot study. Journal of Child & Adolescent Psychiatric Nursing, 32(4), 187-196. doi:10.1111/jcap.12255
  • Saldanha, K., & Madangopal, D. (2019). The social dimensions of gambling among street youth in Mumbai: Is it really an addiction? Qualitative Social Work, 18(2), 265-285. doi:10.1177/1473325017709339
  • Saldanha, K. (2019). “2018, a year unlike any other:” Outreach to farmworkers in Michigan. Qualitative Inquiry in Social Work, 2(1).
  • Saldanha, K., D’Souza, B., & Madangopal, D. (2018). “It’s only a game of chance”: A portrait of gambling among street children in Mumbai. Journal of Adolescent Research, 33(6), 699-724. doi:10.1177/0743558416684949
  • Saldanha, K. (2017). It should not be a pit stop: Perspectives of homeless youth on labeling and Placement in Special Education. Journal of Mental Health Research in Intellectual Disabilities, 10(2), 55-73. doi:10.1080/19315864.2016.1276989
  • Saldanha, K. (2017). Using “Direct Scribing” to capture the educational narratives of homeless young people. SAGE Research Methods Cases. doi: 10.4135/9781526400208
  • Saldanha, K., & Nybell, L. (2017). Capturing/captured by stories of marginalized young people: Direct scribing and dialogic narrative analysis. Qualitative Social Work. 16(2), 206-223.
  • Saldanha, K., & McGowan, K. (2015). On discussions of Westerns, Cowboys and Indians: But ought there to be included a Native American perspective too? International Review of Qualitative Research, 8(3), 363-378. doi:10.1525/irqr.2015.8.3.363
  • Saldanha, K. (2015). Promoting and developing direct scribing to capture the narratives of homeless youth in special education. Journal of Qualitative Social Work, 14(6), 794-819. doi:10.1177/1473325015570690
  • Saldanha, K. (2015). Interventions for runaway and homeless youth: Stepping back and critically summarizing the social responses. Indian Journal of Social Work, 76(3), 379-406.
  • Saldanha, K., & Klopfer, L. (2014). “On seeing monkeys, cows and beggars: Between ethnography and tourism.” Cultural Studies <=> Critical Methodologies, 14, 324-332. doi:10.1177/1532708614530303
  • Saldanha, K., & Parenteau, D. (2013). “Well, if you can’t smile you should go home!”: Experiences and reflective insights on providing night outreach to young sex trade workers. Children & Youth Services Review, 35(8), 1276-1283. doi:10.1016/j/childyouth.2013.04.015

Courses

  • SWRK 200 Human Diversity and Social Justice
  • SWRK 409 Social Work with Groups
  • SWRK 430 Introduction to Research Methods
  • SWRK 451 Practice with People of Color
  • SWRK 488/489 Field Experience I & II
  • SWRK 595/596 Field Professional Experience I & II
  • SWRK 633 Research Methods for Agency Based Practice
  • SWRK 670/676 Social Work Services in Schools
  • SWRK 673 Childhood Mental Health Disorders
  • SWRK 695/696 Advanced Field Practice I & II

Professional Awards and Recognition

  • Everett Marshall Faculty Award for Excellence in Teaching (2020)
  • Ronald W Collins Research Award (2017)
  • Everett Marshall Faculty Award for Excellence in Research (2016)
  • AS-L Special Recognition Award for Service & Scholarship with Native Americans (2016)

Scholarly/Research Interests

  • Migrant farmworkers and migrant children
  • Refugees, DACA recipients, and undocumented persons
  • Homelessness
  • At-risk youth
  • Children’s mental health
  • Health and social disparities
  • Critical race theory
  • Cultural responsiveness and cultural humility
  • Qualitative research methods
  • School social work