scholarly journals Interracial Team Teaching in Social Work Education

2021 ◽  
Vol 21 (2/3) ◽  
pp. 730-749
Author(s):  
Luis O. Curiel
Keyword(s):  
Social Work ◽  
Critical Race Theory ◽  
Social Work Education ◽  
Team Teaching ◽  
White Supremacy ◽  
Teaching Method ◽  
Theoretical Frameworks ◽  
Pedagogical Approach ◽  
Systemic Racism ◽  
Work Education

This article aims to explore anti-racist social work education through interracial team teaching, where one instructor is White, and the other is Black, Indigenous, or a Person of Color (BIPOC). This pedagogical approach is presented as an emerging conceptual model to consider in anti-racist social work education. As an anti-racist approach to teaching, this model aims to engage students and faculty in a more active and accountable role in dismantling systemic racism and White supremacy through social work education. A close examination of published articles on interracial team teaching revealed an absence of theoretical frameworks to guide this teaching method. Critical Race Theory (CRT) emerged as a compatible theoretical framework for teaching anti-racism within an interracial team-taught model. Five CRT tenets from Sólorzano et al. (2005) align with previous studies to support this emerging pedagogical approach as a viable option. Findings suggest that anti-racist education requires explicitly naming terms like White supremacy, racism, and colonization within the social work curriculum. Interracial team teaching necessitates shared power and authority between instructors and calls for White educators to examine their White identity and resist performing allyship. Academic institution hiring practices need a greater representation of BIPOC faculty to reduce overburdening faculty of color.

scholarly journals Decentering Whiteness in Social Work Curriculum

2021 ◽  
Vol 21 (2/3) ◽  
pp. 801-820
Author(s):  
Stephanie Odera ◽  
M. Alex Wagaman ◽  
Ashley Staton ◽  
Aaron Kemmerer
Keyword(s):  
Social Work ◽  
Critical Race Theory ◽  
Social Work Education ◽  
White Supremacy ◽  
Critical Thought ◽  
Course Content ◽  
Social Work Educators ◽  
Racial Identities ◽  
The Social ◽  
Work Education

The social work profession has historically been dominated by the presence and perspectives of whiteness. The centering of whiteness in social work education is reflected in course offerings, course content, assignment construction, and inherent racialized assumptions about who clients and social workers will be in practice spaces. Critical race theory (CRT) and liberation theory provide a framework for considering how to make visible the ways in which white supremacy is embedded in social work education, and to identify strategies for disrupting its presence by decentering whiteness. The purpose of this project is to foster critical thought about ways to dismantle racism and white supremacy in social work educational spaces. Using the reflexive methodology of collaborative autoethnography, the four authors - two course instructors and two students - with varying racial identities and positionalities, reflected on the experiences of coming to, being in, and transitioning out of the course. Areas of convergence and divergence in the autoethnographic reflections revealed strategies such as embracing vulnerability, promoting authentic relationships, and normalizing emotional as well as cognitive engagement for decentering whiteness in social work education. Implications and recommendations for social work educators and students committed to engaging in anti-racist practice are also discussed

Implementing Mastery Learning in the Social Work Classroom

2000 ◽  
Vol 6 (1) ◽  
pp. 123-140
Author(s):  
Christopher B. Aviles
Keyword(s):  
Education Research ◽  
Social Work ◽  
Teaching Methods ◽  
Social Work Education ◽  
Teaching Method ◽  
Mastery Learning ◽  
Essential Elements ◽  
Social Work Educators ◽  
The Social ◽  
Work Education

This article describes how the essential elements of the teaching method called mastery learning can be structured in the social work classroom. Mastery learning is a behavioral teaching method successfully used in social work education. Research studies on teaching rarely describe teaching methods in enough detail for instructors to discern how the teaching methods were implemented or how they may have been implemented differently. This can give social work educators a limited picture of what a teaching method could look like in their classrooms. The essential elements of mastery learning can be implemented in whole or part and can be structured in either simple or complex ways. Ways in which social work educators can implement mastery learning to better fit their classrooms are presented in this article.

scholarly journals Liberation-based social work theory in progress: Time to practice what I teach

2021 ◽  
Vol 20 (1-2) ◽  
pp. 516-523
Author(s):  
Alexis Jemal
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
White Supremacy ◽  
Teaching Experience ◽  
Theory And Practice ◽  
Transformative Potential ◽  
Global Pandemic ◽  
Critical Action ◽  
Work Education ◽  
Critical Social

Social work education integrates theory and practice to bridge the micro-macro divide. The theoretical framework of intersecting identities reveals hidden inequities related to health consequences. The global pandemic, reflecting a colliding of personal and professional worlds, interrupted an elective social work course designed to: 1) develop transformative potential (i.e., critical consciousness of and critical action against white supremacy, anti-blackness, and racial oppression of Black, Indigenous, People of Color (BIPOC)); 2) model liberation-based social work education and practice; and 3) prepare students to be critical social workers in the field. The pandemic created an in-class opportunity for the professor, also the course’s designer, to practice what she teaches. This self-reflexive essay details the pandemic's impact on a teaching experience and follows the professor’s journey to more fully understand systems, inequity, and her own transformative potential. The transformative potential development process included many learning experiences in the areas of relationship and community building; transformative consciousness development; accountability and responsibility; efficacy; and, critical action. The unforeseen global pandemic presented the professor with opportunities for deep reflection about liberation-based social work education and practice. By bringing the reality of how macro processes create micro consequences into the classroom in real time, the professor’s responses were tested against oppressive norms, standards and values versus those that honor a person’s humanity. An important discovery is that a critical social work educator teaches in ways that spark radical imagination to disrupt the oppressive status quo camouflaged as personal choice and business as usual.

scholarly journals Testing a Model of the Threat of Street Sexual Harassment in Egypt: Implications for Social Work Education

2021 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Hussein Soliman ◽  
Jennifer Koran ◽  
Amal Abdelmordi Abdelmonem
Keyword(s):  
Social Work ◽  
Sexual Harassment ◽  
Social Work Education ◽  
Well Being ◽  
Theoretical Frameworks ◽  
Cultural Variables ◽  
Social Risks ◽  
Religious Perspectives ◽  
Egyptian Women ◽  
Work Education

This study tested a model of Egyptian women’s well-being and perception of the threat of sexual harassment. The model was drawn from multiple theoretical frameworks, including the vulnerability perspective, objectification theory, and religious perspectives. Nine variables in the model reflect societal, interpersonal, and cultural variables that are believed to relate to women’s views about threats and social risks related to sexual harassment. A total of 1,977 Egyptian women aged 19-45 years voluntarily participated in the study. Path analysis showed that exposure to street sexual harassment was the strongest predictor of both perception of the threat of sexual harassment and a sense of vulnerability to sexual harassment. However, more nuanced results from the model had implications for social work education and research. This study fills an important gap in social work education related to sexual harassment by examining a complex web of interpersonal, environmental, and cultural factors relevant to women’s view of the threat of sexual harassment.

scholarly journals The Politics of Resistance From Within

2021 ◽  
Vol 21 (2/3) ◽  
pp. 421-437
Author(s):  
Patrina Duhaney ◽  
Yahya El-Lahib
Keyword(s):  
Social Work ◽  
White Supremacy ◽  
Systemic Racism ◽  
Classroom Dynamics ◽  
Political Processes ◽  
The Gaze ◽  
The Social ◽  
The Face ◽  
Politics Of Resistance ◽  
Work Education

Everyday racism embedded in all facets of society, coupled with ongoing injustices against racialized people globally, have reignited an urgent action to turn the gaze within social work education. There is a need to challenge and resist white supremacy that continues to institutionalize systemic racism and justify state control of social and political processes. These current realities are in direct contradiction to the neoliberal push for state withdrawal from social programming and essential services. Yet the interconnectedness between neoliberalism, white supremacy and fascist ideologies has gone undetected in social work circles resulting in a political and ideological vacuum in the profession. Within the social work curricula, there is a lack of attention and involvement to effectively dismantle white supremacy and racism that are perpetuated within and through the profession. The social work classroom has been a natural place to incubate a new wave of resistance that has the potential of changing the face of the profession. Considering the deleterious effects white supremacy has for racialized bodies within academic spaces, we assert the embodiments of resistance with a call to action for social work scholars, students, administrators and practitioners. These key actors must reject the legacy of white supremacy in our profession that acts as social control agents serving the state's interests and perpetuating its hegemony. We explore some of the ways in which we confront and disrupt white supremacy, which includes interrogating and dismantling dominant discourses, systemic and institutional academic racism (teaching, research and service), social work curriculum and priorities, and racist classroom dynamics that have been shaped by whiteness that continues to impact the interactions between racialized and white students and professors. We conclude with a call to infuse social work with practices and approaches that equip students with knowledge and tangible tools to enact change beyond academic spaces.  

scholarly journals Assessing Antiracism as a Learning Outcome in Social Work Education

2021 ◽  
Vol 21 (2/3) ◽  
pp. 766-778
Author(s):  
Phillipe Copeland ◽  
Abigail Ross
Keyword(s):  
Social Work ◽  
Civil Rights ◽  
Civil Rights Movement ◽  
Social Work Education ◽  
White Supremacy ◽  
Work Practice ◽  
Social Work Practice ◽  
Learning Outcome ◽  
Political Climate ◽  
Work Education

The current political climate and reversals of gains made during the Civil Rights Movement underscore the urgent need for preparing emerging social workers to effectively address white supremacy in social work practice. Antiracism education in social work aims to ensure competent antiracist social work practice towards the goal of eradicating white supremacy in all its forms. Given the widening racial disparities evident in income, health and educational outcomes, it is essential to examine the degree to which social work education adequately prepares emerging social work practitioners to engage in antiracist social work practice. This paper presents findings of a systematic review of social work research assessing antiracism as a learning outcome. After reviewing more than 150 studies published between 2008 and 2018, none of them focused on assessing antiracism as a learning outcome. Our review demonstrates that despite the importance of antiracist social work practice, published research on assessment of antiracism as a learning outcome is sparse and is not antiracism-focused as much as it is antiracism-inclusive. More attention to identifying and disseminating best practices for assessing student competence in antiracism practice is required to defeat white supremacy.  

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