From the Editor—The Red Pill or the Blue Pill? Transcending Binary Thinking

Robbins, Susan P.

doi:10.1080/10437797.2015.979112

Cited by 9 publications

(2 citation statements)

References 17 publications

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“…A few years ago, Robbins (2015) asked social workers to think beyond the binaries that they rely upon in both practice and the conceptualization of social work. Applying an intersubjective stance with students can help students push against binary boxes and instead hold holistic views of clients, groups, and policies, which will facilitate greater demonstration of the new competencies.…”

Section: Discussionmentioning

confidence: 99%

Nurturing the Intersubjective Capacities of Social Work Students

McCarthy

2020

Journal of Teaching in Social Work

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While navigating numerous pressures as they work with vulnerable clients and communities, social workers are expected to use their emotional responses intentionally rather than to be ruled by them. Social work accreditation competencies require that students demonstrate regulation of their own affective processes, but their ability to do so will vary. This paper explores methods that instructors can take to support this developmental growth through the concept of intersubjectivity within the relational theory framework.

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Section: Discussionmentioning

confidence: 99%

Nurturing the Intersubjective Capacities of Social Work Students

McCarthy

2020

Journal of Teaching in Social Work

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“…This binary classification also has a secondary effect: not only does it accept classified reality and imposed differences, but it also implies a position of power, a feeling of moral superiority, while, by contrast, it means negation and devaluation of the opposite. Binary views create borders between groups of people and place one group on a scale more substantial than the «other» (Robbins, 2015). This is what is conceptually known as «otherness».…”

Section: Introductionmentioning

confidence: 99%

Otherness as a form of intersubjective social exclusion

Romero-Rodríguez

Civila

Aguaded

2020

JICES

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Purpose This study aims to review the theory based on «otherness» as a form of social exclusion and symbolic violence from the constructions of realities of the media, with particular emphasis on the ethics and aesthetics of language and its role in materializing identity differences. Design/methodology/approach A search for specific criteria and boolean algorithms is carried out in Web of Science and Scopus on «otherness» [AND] «social exclusion», to then submit the emerging results to a co-occurrence matrix by citations with VOSViewer v. 1.6.13. From the relation tree of the most cited documents [min = 7] of the downloaded articles, a critical/analytical reading is made. Findings «Otherness» is reviewed to a greater extent from a Western perspective, and more specifically, from a Eurocentric one. This implies that the study of «otherness» is not sufficiently analyzed by Asian or African authors, who are excluded from the analysis. In this sense, «otherness» is understood as a theoretical construct and as any symbolic construction of the other (phenotypically, but also in ideology, values and customs), but which carries a load of stereotypes that can become polarization, demonization, ergo and violence. Originality/value Revisiting «otherness» as an informative construct becomes imperative in light of the emergence of extremist groups and xenophobic parties, as well as separatist policies such as Brexit or the Catalan split in Spain. Few articles contribute to elaborating a complete conceptual construct on «otherness» as an epistemological category of communication and information, so this research effort attempts to compile its theoretical discussion.

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Tackling Difference in a Neoliberal Classroom

Gair

Hager

Herzog

2021

Compliance and Resistance Within Neoliberal Academia

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In neoliberal academia, where students are clients and teachers are service providers, tackling diversity and social controversies becomes a risk. In the first scene Susan recounts her concerns and frustrations when obtaining low scores in teaching assessment after conducting a course addressing the atrocities committed against Aboriginal Australians. Omri’s episode demonstrates how consumerism and victimhood culture threaten academic freedom when addressing sensitive topics in the classroom. The chapter ends with Tamar’s story of her encounter with a working-class student who defied any attempt to transform his emotional way of speaking with proper academic conduct. Reflecting on her attempt to silence him due to neoliberal demand for industrial tranquillity, she realizes that her compliance threatens to turn her into an enlightened oppressor.

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From the Editor—The Red Pill or the Blue Pill? Transcending Binary Thinking

Cited by 9 publications

References 17 publications

Nurturing the Intersubjective Capacities of Social Work Students

Nurturing the Intersubjective Capacities of Social Work Students

Otherness as a form of intersubjective social exclusion

Tackling Difference in a Neoliberal Classroom

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