Anti-black Racism

Jones, Janine

doi:10.4324/9781315884424-28

Cited by 2 publications

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“…Unatoč desetljećima koja su prošla od početka pokreta za građanska prava, rasizam je i dalje veliki problem. Organizirane kriminalne akcije, napadi na manjinske skupine samo su neke od radnji kojima svjedočimo u svakodnevnom životu (Bonnet, 2000.). S obzirom na aktualnost, ali i opasnost ovoga problema, u narednom dijelu rada bit će prikazano što bi socijalni radnici trebali uraditi u povodu problema rasizma.…”

Section: čLanci 419unclassified

“…Antirasistički socijalni rad naglašava strukturni i institucijski značaj u razumijevanju iskustava manjinskih etničkih pojedinaca, skupina i zajednica i naglašava potrebu razmatranja posljedica rasizma s kojima se ljudi stalno suočavaju (Lavalette i Penketh, 2014.). On se može definirati i kao oblik misli i/ili aktivnosti koje imaju za cilj suočavanje s iskorjenjivanjem ili ublaživanjem rasizma i kao ideologije i kao prakse, dajući jednake mogućnosti za pripadnike rasnih i etničkih skupina (Bonnet, 2000. ).…”

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Problem Rasizma I Njegove Implikacije Na Socijalni Rad

Škorić

2017

ASW

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Rad daje prikaz problema rasizma i njegove relevantnosti u kontekstu socijalnog rada. U radu će se ukratko analizirati glavna obilježja rasizma kao društvene konstrukcije i kao dinamične sile koja se mijenja tijekom vremena i pod dubokim je utjecajem političkih, ekonomskih i društvenih snaga. Nakon toga, rad teži locirati njegove različite vrste u strukturama socijalnih institucija i prikazati antirasističku praksu socijalnog rada, kao i uloge socijalnih radnika u redukciji ovoga fenomena. Kako su etnička osjetljivost, osnaživanje i kulturna kompetentnost konstitutivni elementi antirasističkog socijalnog rada − operacionalizacija ovih koncepata analizirana je u nastavku teksta. Na kraju, ostavljen je prostor za otvaranje rasprave o pitanjima poboljšanja kompetentnosti socijalnih radnika kako bi se ovom problemu pristupilo proaktivnije i učinkovitije. UVODOvaj rad pokušat će objasniti glavna obilježja rasizma kao i njegovu relevantnost kada je u pitanju socijalni rad. Najvažnije je to što rad pretendira ponuditi viziju kako socijalni rad može limitirati rasizam, prije svega u smislu ograničavanja njegovoga negativnog utjecaja.

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Problem Rasizma I Njegove Implikacije Na Socijalni Rad

Škorić

2017

ASW

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“…Anti‐oppression is defined as the ‘act of challenging inequalities’, 16 encompassing principles such as understanding social differences and context, the interaction between personal and political realms and the role of power, and the importance of reflexivity to understand interactions 13–16 . Anti‐oppressive practices are rooted in social justice and emphasise actions that advance social change while seeking to reduce harm experienced by oppressed individuals and groups 17–23 . Despite the proliferation of AOP in other disciplines, challenges in translating anti‐oppression into pedagogy in medical school curricula, and subsequently applying theory to clinical practice remains largely unexplored 17 .…”

Section: Introductionmentioning

confidence: 99%

Anti‐oppressive pedagogy in medical education: A qualitative study of trainees and faculty

2023

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Purpose Despite the proliferation of interest in health equity and justice in medical education, there is limited research into the practical implementation of pedagogical approaches that align with anti‐oppressive practices. This study sought to explore how to integrate anti‐oppressive pedagogy into medical education. Methods Using constructivist grounded theory, the authors conducted 19 semi‐structured interviews with a continuum of medical education stakeholders including learners and faculty in a Canadian context between June and August 2021. Transcripts were iteratively analysed using constant comparative analysis. Results Findings suggest that existing approaches to anti‐oppressive pedagogy in medical education are misaligned with the perceived values, priorities, pace, biomedical focus and hierarchical nature of medical education, and medical practice. Although some learners are motivated to advance anti‐oppressive teaching, their motivations are often related to their personal experiences of oppression. Participants suggested that transformative and structural changes are required to effectively integrate anti‐oppressive pedagogy into medical education. Suggestions included a shift to community‐based learning while ensuring adequate compensation for educators and addressing resistance at individual and institutional levels. Conclusion Anti‐oppressive pedagogy does not presently align with existing medical education practices. Effectively integrating anti‐oppressive approaches will require individual and institutional reflection on the values and assumptions that underpin the field before progress can be made in a meaningful and sustainable way.

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Anti-black Racism

Cited by 2 publications

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Problem Rasizma I Njegove Implikacije Na Socijalni Rad

Problem Rasizma I Njegove Implikacije Na Socijalni Rad

Anti‐oppressive pedagogy in medical education: A qualitative study of trainees and faculty

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