Feminist Links, Postmodern Interruptions: Critical Pedagogy and Social Work

Pennell, Joan; Ristock, Janice

doi:10.1177/08861099922093752

Cited by 8 publications

(3 citation statements)

References 18 publications

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“…Praxis is putting that theory of change into action. In social work education, critical pedagogy can create an affective, cognitive, and embodied connection to personal and collective suffering (Pyles & Adams, 2015); deconstruct the role of neoliberal social work and construct liberatory social work through anti-oppressive practice in the classroom (Campbell, 2002;Gutiérrez-Ujaque & Jeyasingham, 2021;Redmond, 2010); and generate counter-narratives about what social work is and who does it (Chapman, 2011;Pennell & Ristock, 1999). In that sense, critical pedagogy is consistent with social work's primary mission "to enhance human well-being and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty" (NASW, 2021, Preamble, para.…”

Section: Critical Pedagogymentioning

confidence: 99%

Integrating Critical, Engaged, and Abolitionist Pedagogies to Advance Antiracist Social Work Education

Todić¹,

Christensen²

2022

ASW

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The intersecting coronavirus, racism, and economic pandemics electrified U.S. social work organizations into creating long overdue antiracism initiatives. This necessary shift includes the Council on Social Work Education specifying that curriculums must consist of frameworks and practices that eliminate racism. Social work educators will need to incorporate antiracism into their teaching. We argue that critical, engaged, and abolitionist pedagogies contain frameworks and practices that align with antiracism. One of our fundamental assumptions is that liberation, which is a collective state of freedom from racism and other intersecting structures of domination, is the end goal of antiracism. We integrate concepts developed by critical pedagogy scholars, Black feminists, and abolitionist activists with our experiences to share ten lessons we learned through decades of collective praxis as social justice educators committed to liberation.

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Section: Critical Pedagogymentioning

confidence: 99%

Integrating Critical, Engaged, and Abolitionist Pedagogies to Advance Antiracist Social Work Education

Todić¹,

Christensen²

2022

ASW

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“…This has resulted in greater emphasis in social work on issues of power and oppression as they relate to social identities, such as race, class, disability, sexuality, and so on (Gentlewarrior, Martin-Jearld, Skok, & Sweetsert, 2008). Further, it has led to greater appreciation of difference and diversity (Featherstone, 2001), freedom from either-or choices (Pennell & Ristock, 1999), emphasis on self-reflexive practice (Fawcett, Featherstone, Fook, & Rossiter, 2000), and attention to deconstructing both femininity and masculinity (Featherstone, 2001).…”

Section: Postmodern -Academic -Feminismmentioning

confidence: 99%

Making Sense of the Waves: Wipeout or Still Riding High?

Gray

Boddy

2010

Affilia

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This paper argues for feminism's enduring importance in light of social workers' daily experience of women's abuse and oppression. While cognisant of the many ways feminist theories can be understood, we examine the successive waves of feminism and apply Fraser's (1995, 2000) theory of recognition and redistribution to examine contemporary feminist movements and point to future directions for feminist social work. We argue that postcolonial feminism, with its awareness of culture and context, has most usefulness for social work. We see new forms of third-way/ve feminism, including integrative and postfeminism, as fuelling neoliberal consumerist inequality, intensifying the need for feminist social work critique, scholarship, and activism.

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“…Much of this attention has been related to curriculum development, particularly the infusion of content on women, sexism, and/or feminism (Carter, 1994;Figueira-McDonough, Netting, & Nichols-Casebolt, 1998;Knight, 1991;Norman & Wheeler, 1996;Vinton, 1992). The use of feminist pedagogical techniques in the classroom has also been examined (Cramer, 1995;Dore, 1994;Kirst-Ashman, 1992;Krane, 1991;Pennell & Ristock, 1999).…”

mentioning

confidence: 99%

Does Gender Matter? Male and Female Participation in Social Work Classrooms

Hyde¹,

Deal²

2003

Affilia

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On the basis of a survey of 264 participants and 8 follow-up focus groups with 44 total participants, this analysis considers why male and female students may censor themselves in classroom discussions and what solutions there are to this diminished participation. The survey revealed few statistically significant differences based on gender. However, when significant differences occurred, they reinforced stereotypical gender behavior among women. Gender differences were more pronounced in the focus groups with respect to both the interpretation of the survey data and communication styles. The female participants exhibited more caretaking and relational behaviors and tended to defer to authority, whereas the male participants were more assertive and concerned with how “oppressed” they were as men. Implications of these findings for social work education are offered.

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Feminist Links, Postmodern Interruptions: Critical Pedagogy and Social Work

Cited by 8 publications

References 18 publications

Integrating Critical, Engaged, and Abolitionist Pedagogies to Advance Antiracist Social Work Education

Integrating Critical, Engaged, and Abolitionist Pedagogies to Advance Antiracist Social Work Education

Making Sense of the Waves: Wipeout or Still Riding High?

Does Gender Matter? Male and Female Participation in Social Work Classrooms

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