Student Perceptions of Content on Oppression

Bronstein, Laura R.; Msw, Cammy Gibson

doi:10.1300/j067v17n01_11

Cited by 11 publications

(6 citation statements)

References 22 publications

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“…This assertion is true because some indigenous African cultures and beliefs are unjust: inequity and oppression like the hegemony of the patriarchal system, the deification of the male position, gender inequality and the land tenure system, need to be reformed and some aspects totally abandoned. But the family structure, the communalistic lifestyle, the concept of I and me, should be sustained and reformed (Deleuze, 1990; Foucault, 1997; Miehls and Moffat, 2000; Smith, 1997) along with the importance of micro- and macro-conceptions of societies in social work practice (Bronstein and Gibson, 1998; Moffatt, 1996; Swift, 1995).…”

Section: The Debate Dilemma Of Indigenizationmentioning

confidence: 99%

Social work is context-bound: The need for indigenization of social work practice in Nigeria

Ugiagbe

2014

International Social Work

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This article evaluates how and to what extent indigenization of social work profession and practice in Nigeria can occur. There is a need to indigenize social work because of the shortcomings and inadequacies of Western social work theories and practices in addressing Nigerian social problems. For social work to succeed here, culture and tradition must be taken into consideration. Social work education and practices should incorporate some valuable local social-cultural practices. Social work should be indigenized in local contexts, that is, to accommodate the socio-cultural complexities of the over 350 ethnic groups and cultures in Nigeria.

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Section: The Debate Dilemma Of Indigenizationmentioning

confidence: 99%

Social work is context-bound: The need for indigenization of social work practice in Nigeria

Ugiagbe

2014

International Social Work

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“…Finally, the attitudes of these Appalachian students may not reflect the attitudes of all White Americans. In fact, two case studies suggest some variance in the multicultural perspectives between Morehead State, Florida State and University of Michigan students (Lopez et al, 1995;Bronstein and Gibson, 1998). Conversely, these generalizibility concerns may be overstatements since studies of other commuter colleges have discovered similar distributions (Pohan, 1996;Tettegah, 1997;Levine and Curton, 1998).…”

Section: Limitationsmentioning

confidence: 99%

“…Despite some quantitative studies that have tangentially addressed social worker attitudes toward social diversity (Jayartne et al, 1992;Van Soest 1996;Bronstein and Gibson, 1998), there still…”

Section: Introductionmentioning

confidence: 99%

Student Acceptance of a Multicultural Education

Swank

Asada

Lott

2001

Journal of Ethnic And Cultural Diversity in Social Work

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While the virtues of a multicultural education are debated in the general US populace, most social work educators and organizations have embraced such an approach. Subsequently, social work journals have offered numerous essays on multicultural teaching techniques. Yet, these same journals have rarely explored the multicultural attitudes of social work students. To fill this gap, this paper empirically explores the ways in which BSW students accept or reject some multicultural goals. To do so, close-ended surveys were distributed to 437 undergraduates. After describing their responses to the authors' multicultural index, the project explores the survey results via demographic, social-psychological, and educational variables. With the assistance of a multiple regression, this project suggests that student acceptance of multiculturalism is swayed by the matters of gender and their stances on White privilege and institutional racism. However, student perceptions do not seem static since stu-

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“…Over the years, research exploring the extent to which anti-oppressive practice is embedded in the education and training of social work students has been conducted (Bronstein and Gibson, 1998; Coleman et al , 1999; Chand et al , 2002; Collins and Wilkie, 2010). Pointedly, Bronstein and Gibson’s (1998) study found that while course contents on oppression were gaining traction in the preparation of student social workers to embrace a social justice-oriented practice, they conclude that students were more likely to engage in clinical practice as against engaging in social justice advocacy and practice for which the course was designed in the first place. Similar findings were reported in the study by Chand et al (2002).…”

Section: Literature Reviewmentioning

confidence: 99%

Applying anti-oppressive approach to social work practice in Africa: reflections of Nigerian BSW students

Amadasun

Omorogiuwa

2020

JHASS

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Purpose As the next generation of social workers in a continent bedecked by oppressive customs, it is cardinal that the voices of social work students be heard. This study aims to share the reflections of Nigerian BSW students about anti-oppressive approach to professional practice. Design/methodology/approach Drawing on a qualitative approach, semi-structured interviews were conducted among fourth-year social work students at one of the elite universities in the southern region of Nigeria. Findings Results reveal that, although willing to challenge oppressive practices, social work students are ill-equipped to apply anti-oppressive approach to social work practice in Nigeria. Research limitations/implications This study makes an important contribution to the field and to the existing literature because the findings have broader implications for social work education in Nigeria. Practical implications In enforcing the suggestions of this study, it is expected that social work education will become able to produce competently trained students who are only knowledgeable about anti-oppressive social work but are equally prepared to address Nigeria’s myriad oppressive practices that have long undermined the nation’s quest for social development. Social implications The application of the anti-oppressive approach to social work practice is integral to ridding society of all forms of overt social injustice and other forms of latent oppressive policies. Originality/value Suggestions are offered to Nigerian social work educators toward ensuring that students are not only well equipped in the understanding of anti-oppressive social work but also ready to apply this model to professional social work practice following their graduation.

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Student Perceptions of Content on Oppression

Cited by 11 publications

References 22 publications

Social work is context-bound: The need for indigenization of social work practice in Nigeria

Social work is context-bound: The need for indigenization of social work practice in Nigeria

Student Acceptance of a Multicultural Education

Applying anti-oppressive approach to social work practice in Africa: reflections of Nigerian BSW students

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