scholarly journals Social Work Educators as White Allies?

2021 ◽  
Vol 21 (2/3) ◽  
pp. 522-544
Author(s):  
Michael Massey ◽  
Kynai Johnson
Keyword(s):  
Social Work ◽  
Critical Race Theory ◽  
White Supremacy ◽  
Work Practice ◽  
Social Work Practice ◽  
Integrative Model ◽  
Critical Examination ◽  
Social Work Educators ◽  
Social Work Faculty ◽  
White Allies

White educators represent the majority of social work faculty. Current research suggests that many White social work educators are not prepared to address racism in classroom discussions and model antiracist behavior. An integrative literature review was conducted by the co-authors—a White man and Black woman, both social work educators—to examine how recent literature characterizes the “White ally” educator and explore concepts designed to prepare White faculty for purposive action to dismantle White Supremacy. Integrative review is a methodology used to summarize empirical/theoretical literature to provide a comprehensive understanding of a phenomenon. Twenty-two articles met inclusion criteria for this review. The analysis involved two steps: First, a synthesis and integrative model of the literature on educators as White allies. Second, an application of the critical race theory concepts interest convergence and anti-essentialism. The integrative model of the White ally educator suggests a White identity process; necessitating critical self-reflection and multi-level, antiracist action. Critical examination of the literature troubles the concept of “White ally,” pointing to the potential re-centering of Whiteness. Further research is needed to help social work educators recognize racism in their work and prepare future social workers to engage in antiracist social work practice.

Beyond the Code of Ethics, Part II: Dual Relationships Revisited

2002 ◽  
Vol 83 (5) ◽  
pp. 483-492 ◽  
Author(s):  
Sophie Freud ◽  
Stefan Krug
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Code Of Ethics ◽  
Legal Protection ◽  
Work Practice ◽  
The United States ◽  
Social Work Practice ◽  
Dual Relationships ◽  
Social Work Educators ◽  
Social Work Practitioners

The authors, both social work educators, serve on an ethics call line committee that provides insights on how the provisions of the (United States) National Association of Social Workers Code of Ethics (NASW, 1996) interface with the ethical dilemmas encountered by the social work community. In this paper, the authors highlight aspects of social work practice that they consider ethical, yet not easily accommodated by the provisions of the current Code. They also question the 1996 introduction of the concept of dual relationships into the Code and suggest that the Code adopt the less ambiguous term of boundary violations. Also recognized by the authors is the need for clear boundaries for the protection of clients against temptations that might arise in a fiduciary relationship, and for the legal protection of social workers. But, the authors argue, social work practitioners in certain settings, with particular populations, and in certain roles, inevitably face multiple relationships as an integral aspect of their work. The authors conclude that social work's adoption of the psychoanalytic constrains of anonymity, neutrality, and abstinence has detoured the profession from its original double focus on individuals and their society.

scholarly journals Animals and social work: An emerging field of practice for Aotearoa New Zealand

2015 ◽  
Vol 27 (1-2) ◽  
pp. 24-35 ◽  
Author(s):  
Peter Walker ◽  
Jenny Aimers ◽  
Claire Perry
Keyword(s):  
Social Work ◽  
New Zealand ◽  
Good Practice ◽  
Work Practice ◽  
Social Work Practice ◽  
Holistic View ◽  
Social Work Educators ◽  
Aotearoa New Zealand ◽  
Human Animal Bond ◽  
Human Animal

Social work is traditionally human-centered in practice, even though for many the bond between humans and animals is the most fundamental of daily-lived experiences. The intent of this paper is to reflect on the predominant humanistic basis of social work and to consider the growing evidence for developing a wider perspective to incorporate the human-animal connection into social work practice. Joanne Emmens (2007:9) observes that the human-animal bond is considered by some as ‘…too mainstream (in the sense of being lightweight, cliché or sentimental), or as not mainstream enough…as substantial material worthy of study.’ In this article we argue that the human-animal bond is neither sentimental nor fringe and that our attitudes toward this relationship is based on a construction of western thought. To support this we offer a review of literature that provides evidence of good practice that can move social work beyond a purely humanistic approach to a more holistic view resulting in a more comprehensive toolkit for practice. We explore the literature and practice surrounding the place of animals in social work, both in New Zealand and internationally. In addition, we identify some of the ways the human-animal bond is currently utilised in rehabilitation, therapy, as animal assistants and as an indicator of domestic violence within New Zealand. We argue that this area of research and practice is highly relevant for social work as evidence-based practice. The paper con- cludes by offering some suggestions for discussion within the social work profession, and considerations for social work educators, researchers and theorists. 

scholarly journals Applying anti-oppressive approach to social work practice in Africa: reflections of Nigerian BSW students

2020 ◽  
Vol 2 (3) ◽  
pp. 197-213 ◽  
Author(s):  
Solomon Amadasun ◽  
Tracy Beauty Evbayiro Omorogiuwa
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Structured Interviews ◽  
Content Type ◽  
Social Work Educators ◽  
Work Education ◽  
Practical Implications

Purpose As the next generation of social workers in a continent bedecked by oppressive customs, it is cardinal that the voices of social work students be heard. This study aims to share the reflections of Nigerian BSW students about anti-oppressive approach to professional practice. Design/methodology/approach Drawing on a qualitative approach, semi-structured interviews were conducted among fourth-year social work students at one of the elite universities in the southern region of Nigeria. Findings Results reveal that, although willing to challenge oppressive practices, social work students are ill-equipped to apply anti-oppressive approach to social work practice in Nigeria. Research limitations/implications This study makes an important contribution to the field and to the existing literature because the findings have broader implications for social work education in Nigeria. Practical implications In enforcing the suggestions of this study, it is expected that social work education will become able to produce competently trained students who are only knowledgeable about anti-oppressive social work but are equally prepared to address Nigeria’s myriad oppressive practices that have long undermined the nation’s quest for social development. Social implications The application of the anti-oppressive approach to social work practice is integral to ridding society of all forms of overt social injustice and other forms of latent oppressive policies. Originality/value Suggestions are offered to Nigerian social work educators toward ensuring that students are not only well equipped in the understanding of anti-oppressive social work but also ready to apply this model to professional social work practice following their graduation.

Teaching While Black and Male and Preparing Students for Urban Social Work Practice Matters

2018 ◽  
Vol 2 (1) ◽  
pp. 5-16
Author(s):  
Samuel R. Aymer
Keyword(s):  
Social Work ◽  
Critical Race Theory ◽  
Work Practice ◽  
The United States ◽  
Social Work Practice ◽  
Social Identities ◽  
Racial Oppression ◽  
Race And Racism ◽  
Race Theory ◽  
Racial Injustice

This article unpacks the pedagogical reflections of a Black male professor, bringing attention to issues associated with teaching while Black and preparing students for urban social work practice. The article asserts that contemporary forms of injustice cannot be understood without grasping critical historical analyses of race and racism in the United States. Ideas related to critical race theory, racial oppression, and social identities are explored. Finally, the article explicates the importance for students to become comfortable talking about racism and racial injustice in the context of working with clients.

scholarly journals Enhancing Self-Awareness: A Practical Strategy to Train Culturally Responsive Social Work Students

10.18060/482 ◽  
2010 ◽  
Vol 11 (2) ◽  
pp. 223-234 ◽  
Author(s):  
Nalini J. Negi ◽  
Kimberly A. Bender ◽  
Rich Furman ◽  
Dawnovise N. Fowler ◽  
Julia Clark Prickett
Keyword(s):  
Social Work ◽  
Culturally Responsive ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Self Awareness ◽  
Culturally Responsive Practice ◽  
Social Work Educators ◽  
Competence Training ◽  
Self Discovery

A primary goal of social justice educators is to engage students in a process of self-discovery, with the goal of helping them recognize their own biases, develop empathy, and become better prepared for culturally responsive practice. While social work educators are mandated with the important task of training future social workers in culturally responsive practice with diverse populations, practical strategies on how to do so are scant. This article introduces a teaching exercise, the Ethnic Roots Assignment, which has been shown qualitatively to aid students in developing self-awareness, a key component of culturally competent social work practice. Practical suggestions for classroom utilization, common challenges, and past student responses to participating in the exercise are provided. The dissemination of such a teaching exercise can increase the field’s resources for addressing the important goal of cultural competence training.

scholarly journals Honoring Our Ancestors

2021 ◽  
Vol 21 (2/3) ◽  
pp. 259-273
Author(s):  
Jennifer McCleary ◽  
Estelle Simard
Keyword(s):  
Social Justice ◽  
Social Work ◽  
White Women ◽  
White Supremacy ◽  
Work Practice ◽  
Social Work Practice ◽  
Work History ◽  
The Us ◽  
History Of ◽  
Social Work History

The US social work profession has historically claimed primarily middle-class white women as the "founders" of the profession, including Jane Addams and Mary Richmond. Scholarship of the history of the profession has focused almost entirely on settlement houses, anti-poverty advocacy, and charity in the late 1800s in the northeastern United States as the groundwork of current social work practice. Courses in social work history socialize students into this historical framing of the profession and perpetuate a white supremacist narrative of white women as the primary doers of social justice work that colonizes the bodies and knowledge of Indigenous people and their helping systems. Black, Indigenous, and People of Color (BIPOC) in the US have always had indigenous systems of social care. Yet, the social justice work of BIPOC, and especially Indigenous people in the US, is left out of the dominant narrative of the history of social work practice for several reasons including racism, colonialism, and white supremacy. In this paper the authors contribute to the critique of the role of white supremacy as a colonizing process in social work history narratives and discuss frameworks for decolonizing social work pedagogy through a reconciliatory practice that aims to dismantle white supremacy.

scholarly journals Incorporating spirituality and religiosity In social work practice

2021 ◽  
Author(s):  
Miryang Choi
Keyword(s):  
Social Work ◽  
Critical Race Theory ◽  
Deep Understanding ◽  
Work Practice ◽  
Holistic Approach ◽  
Phenomenological Approach ◽  
Social Work Practice ◽  
Structured Interviews ◽  
Religious Dimensions ◽  
Social Work Practitioners

This study aims to critically examine the current social work practice which is based on dominant western epistemology and positivism, and which often excludes spiritual and religious aspects of clients. Drawing on Critical Race Theory and a holistic approach from the Indigenous perspective for the theoretical framework, this study challenges the dominant research method of random sampling for research. This study adopts a phenomenological approach which seeks a deep understanding of how three social work practitioners with racially and culturally diverse backgrounds view spiritual and religious dimensions in social work practice, and how they integrate these aspects into their practice. With semi-structured interviews, the findings of the study indicate the essence of the experience of social work practitioners who incorporate spirituality and religiosity in their practice. The findings indicate the need for thoughtful discussions on how to incorporate spirituality and religiosity in social work practice without allowing exclusion and harm through religion.

scholarly journals Problem-based Learning Strategies for Teaching Military Social Work Practice Behaviors: Review and Evaluation

10.18060/1876 ◽  
2012 ◽  
Vol 13 (1) ◽  
pp. 112-131 ◽  
Author(s):  
James D. Whitworth ◽  
Joseph R. Herzog ◽  
Diane L. Scott
Keyword(s):  
Social Work ◽  
Student Perceptions ◽  
Learning Strategies ◽  
Problem Based Learning ◽  
Work Practice ◽  
Social Work Practice ◽  
Learning Approaches ◽  
Social Work Faculty ◽  
Southeastern Us ◽  
Practice Behaviors

This article outlines and evaluates a military social work course as it has been taught by three social work faculty members at two universities in the southeastern US. The authors highlight why these courses are needed within social work undergraduate and graduate programs. They report how CSWE-identified military practice behaviors are addressed within the course. They also describe how practice-based learning approaches appear to be ideally suited for teaching military social work curricula. Data on student perceptions of military social work courses and the application of problem-based learning are presented along with an assessment of knowledge gains and ability to practice military social work. Findings reflect that social worker students find these courses helpful and that they believe that problem-based courses in this subject help prepare them for initial work with this population. They also highlight the need for an extensively updated military social work textbook addressing major changes within the military and social work over the last decade.

scholarly journals Social distancing and social work field placements

2020 ◽  
Vol 17 (1) ◽  
pp. 51-56
Author(s):  
Prospera Tedam
Keyword(s):  
Social Work ◽  
United Arab Emirates ◽  
Health And Safety ◽  
Work Practice ◽  
Social Work Practice ◽  
Social Distancing ◽  
Social Work Educators ◽  
Field Placements ◽  
United Arab Emirates University ◽  
The Impact

The impact of the Coronavirus (COVID-19) pandemic on social work practice placements around the world and in the United Arab Emirates is of concern to students, social work educators and service users. In this practice note, I focus on the impact of the interruption to social work practice learning for students at  the United Arab Emirates University and reflect on the introduction of 'social distancing', a health and safety strategy aimed at reducing the likelihood of the spread of the coronavirus. I propose ways in which students in school placements can continue to develop their social work knowledge and skills ‘from a distance’ and while physically absent from their practice learning settings

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