Dismantling Privilege and White Supremacy in Social Work Education

King-Jordan, Taniko; Gil, Karina

doi:10.18060/24088

Cited by 14 publications

(4 citation statements)

References 37 publications

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“…There is an expectation that BIPOC faculty will take on service without question or protest (King-Jordan & Gil, 2021) when it relates to their identity (Walters et al, 2022). Universities often defer DEIJ work to BIPOC faculty, which adds to any expected service burdens such as faculty and department meetings.…”

Section: Identity-related Servicementioning

confidence: 99%

Tired of Always Grinding: Black Womxn Faculty’s Experiences During COVID-19

Logwood,

Ali,

Barragan

2023

JAAWGE

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The dueling pandemics of COVID-19 and racism brought to light the inequities Black womxn face in higher education in regard to service burdens. We argue Black womxn are overextended and suffering in their careers and lives as a result of this taxation. Methods. A sample of 191 faculty at a predominantly White university (PWI) in the Midwest United States responded to a survey about attitudes towards service obligations, sense of belonging, and community culture, centering on race, ethnicity, and gender as well as the impact of COVID on service obligations. Due to the limited number of Black womxn participants, their characteristics are only reported in the overall data based on their identity or race. Findings. Gender, race, and feeling a part of the community were found to be significant predictors of voluntarily taking on student-centered service related to identity and being asked to take on service related to identity. Black womxn faculty were approximately 78 times more likely than White male faculty to volunteer for identity-based service. Black womxn faculty were approximately 473 times more likely than White male faculty to be asked to participate in identity-based service. The COVID-19 pandemic and racism have had a significant impact on everyone's lives, but it has been especially difficult for BIPOC and Black women. They have faced emotional, spiritual, and physical challenges. Therefore, it is crucial for higher education institutions to create safe spaces where Black women can live their best and most productive lives.

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Section: Identity-related Servicementioning

confidence: 99%

Tired of Always Grinding: Black Womxn Faculty’s Experiences During COVID-19

Logwood,

Ali,

Barragan

2023

JAAWGE

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“…Because of the linkages between colonization and trans exclusion/erasure, social work programs must incorporate Indigenousstudies and perspectives and dismantle components of program culture that bolster whitesupremacy (Clarke, 2022;Driskill, 2010;Rizki, 2019). Black and Indigenous scholars, and otherscholars of color, who are also trans must be supported; social work programs must combat anti-trans sentiments alongside all other systems of oppression (King-Jordan & Gil, 2021;. In this vein, social work practitioners, educators, and scholars have called for the Code of Ethics to become more actionable, with pathways to accountability should the code be broken.…”

Section: Recommendationsmentioning

confidence: 99%

Epistemic Peerhood in Trans Social Work Research

Harner

2022

Affilia

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Academic research hinges on the role of epistemic peers in order to evaluate newly presented claims and evidence. As social work research is often focused on social problems and systems of oppressions, scholars from the margins most impacted are even better poised to conduct and evaluate said research. Throughout the past few decades, social work scholars have adjusted the ways we teach about and conduct research in order to be increasingly critical of the status quo and more culturally attuned. However, many of the adjustments that are recommended (e.g., community advisory boards) assume that the researcher is an outsider to the community being researched. Trans-focused research is an area where this impact is especially glaring, as an influx of out-trans researchers are able to join the field. This article provides an overview of the concepts of epistemic peers and standpoint theory before describing community-engaged research processes in order to illuminate how these practices (re)produce harm and/or are built on assumptions that the researchers themselves are not trans/nonbinary. In order for trans scholarship to continue to grow and produce the most culturally attuned results, social work academia must foster and prioritize trans epistemic peerhood.

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“…Since the profession's birth, social work has strived toward this mission, with good intentions that have produced some healing and some harmful impacts. As with social work clients, the social work profession exists within a social environment, and as such, the White supremacy, racism, and other injustices that are ubiquitous in the United States also exist within the social work profession (Cannon Yearwood et al, 2021;King-Jordan & Gil, 2021).…”

mentioning

confidence: 99%

Conceptualizing Anti-Racist Social Work Pedagogy

Buzard

2024

ASW

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Studies have suggested that faculty in higher education lack the preparation, training, tools, and collaboration to be effective anti-racist educators. This conceptual paper presents a new framework for social work faculty to consider as they evolve their anti-racist pedagogy. The history of the priorities and professionalization of social work is explored along with the origins and theoretical influences of social work education and accreditation, the inequitable system and structure of higher education, and the racial identity, lived experience, and education of individual educators. The proposed conceptual framework centers on practical strategies for increasing faculty capacity, building faculty reflexivity, and scaffolding faculty ability for social work anti-racist pedagogy. Strategies for increasing faculty capacity include professional development and training, places to process, and policy and support. Strategies for building faculty reflexivity focus on applying racial consciousness, assessing values, and adopting humility. Strategies for anti-racist pedagogy skills include building intentional class culture, braving collaborative learning, and banking on resistance. This paper concludes with discussions about anti-racist capacity-building for social work educators and broader implications for social work education in the United States.

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Dismantling Privilege and White Supremacy in Social Work Education

Cited by 14 publications

References 37 publications

Tired of Always Grinding: Black Womxn Faculty’s Experiences During COVID-19

Tired of Always Grinding: Black Womxn Faculty’s Experiences During COVID-19

Epistemic Peerhood in Trans Social Work Research

Conceptualizing Anti-Racist Social Work Pedagogy

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