Combining Human Diversity and Social Justice Education: A Conceptual Framework

Teaching Note—Oppression of People With Mental Illnesses: Incorporating Content Into Multiple-Issue Diversity Courses

“…Disclosure in the classroom. As in discussing other sensitive and potentially controversial topics, instructors need to create a safe space in which students can feel free to acknowledge their attitudes and thoughts (Holley & Steiner, 2005;Snyder et al, 2008). Instructors also need to recognize that classrooms likely will include students with mental illnesses and family OPPRESSION OF PEOPLE WITH MENTAL ILLNESSES members of PWMI as well as students who are not aware that they know anyone with a mental illness.…”

“…Oppression related to religion, social class, or age also is addressed in some courses (e.g., O'Neal, 2012;Snyder et al, 2008). Some authors note that content about oppression of people with disabilities (Snyder et al, 2008;Van Soest et al, 2000) or people with physical or learning disabilities specifically (O'Neal, 2012) is included.…”

“…Most multiple-issue oppression curricula appear to focus on oppression related to race/ethnicity, gender, and sexual orientation (e.g., Hancock, Waites, & Kledaras, 2012;O'Neal, 2012;Phan et al, 2009;Snyder, Peeler, & May, 2008;Van Soest, Canon, & Grant, 2000). Oppression related to religion, social class, or age also is addressed in some courses (e.g., O'Neal, 2012;Snyder et al, 2008).…”

“…Oppression frameworks often are used in Human Behavior and the Social Environment courses or in courses concentrating on diversity. These frameworks generally aim to help students understand the concept of social groups, the role of history in creating current circumstances, intersections of diversity, the relationship between diversity and oppression, internalized oppression and privilege, and the systemic maintenance of oppression (Hancock et al, 2012;Snyder et al, 2008;Van Soest et al, 2000;Van Soest & Garcia, 2003;Young, 1990). Major expectations of these courses are that students consider their personal positions at the intersection of multiple forms of diversity, acknowledge and reflect on their own roles in maintaining systems of oppression and privilege (Hancock et al, 2012;Jani, Pierce, Ortiz, & Sowbel, 2011;O'Neal, 2012), and learn to work for social justice at multiple levels (Hancock et al, 2012;Snyder et al, 2008;Van Soest & Garcia, 2003).…”

Obesity Related Stigma as a Form of Oppression: Implications for Social Work Education

“…The curriculum model discussed in the subsequent section, developed by Snyder et al (2008), uses the development of internal factors such as knowledge and attitude to move students towards social action within external factors, on behalf of diverse populations. As a social work student builds internal awareness and challenges personal biases, he or she may be more committed to engage in social justice action, advocating for change in areas of oppression, which is consistent with CSWE competency standard 2.1.5 (2008).…”