Walk the Talk of Power, Privilege, and Oppression: A Template Analysis

Atteberry‐Ash, Brittanie; Nicotera, Nicole; Gonzales, Brian

doi:10.1080/10437797.2019.1661917

Cited by 13 publications

(10 citation statements)

References 14 publications

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“…This was also examined in the context of social work practice and training where exposing unexamined power differentials highlighted potential implications in clinical practice between social work practitioners and clients as well as in training, between course instructors and students. This is consistent with existing research that highlights the need for social work instructors and faculty to be more effective in developing course content and assignments that explicitly engages students to interrogate underlying assumptions of power, privilege, and oppression in order to create structural changes (Atteberry-Ash et al, 2021;Fultz & Kondrat, 2019;Kim & Sellmaier, 2020;Mehrotra et al, 2019).…”

Section: Creating Spaces To Explore and Interrogate 'Who Am I And Why I'm Doing What I'm Doing'supporting

confidence: 86%

Unsettling reflexivity and critical race pedagogy in social work education: narratives from social work students

Yan

Orlandimeje

Drucker

et al. 2021

Social Work Education

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Recognizing and dismantling structural racism is at the core of the National Association of Social Work's (NASW) Code of Ethics and is also one of the Social Work Grand Challenges to tackle. Although increasing scholarly research has examined critical reflexive approaches to incorporate in the training of prospective antiracist social work practitioners, scholars, and educators, limited research has examined narratives from social work students grappling with positionality and power structures of the profession. This article suggests unsettling reflexivity as a critical race pedagogy tool to disrupt and contest systems of power in social work education by presenting four critical autoethnographic narratives of graduate and doctoral social work students. Implications and recommendations to prioritize a pedagogy of relationality and discomfort for social work education are discussed.

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Section: Creating Spaces To Explore and Interrogate 'Who Am I And Why I'm Doing What I'm Doing'supporting

confidence: 86%

Unsettling reflexivity and critical race pedagogy in social work education: narratives from social work students

Yan

Orlandimeje

Drucker

et al. 2021

Social Work Education

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“…While social justice appears as an explicit social work value, the actuality continues to reproduce racial and societal hierarchies (Bhuyan et al, 2017). Despite clear calls for social justice from the social work governing bodies such as the Council on Social Work Education (CSWE), NASW, and the American Academy of Social Work and Social Welfare, there is an evident lack of research on how to integrate social justice into the classroom through course content, syllabi, assignments, etcetera (Atteberry-Ash et al, 2021). Previous research has shown that social work students start their programs with a strong social justice commitment and endorse that their education has a positive impact on that commitment overall; however, these students also report very little opportunities to learn or apply social justice theories and skills acquired in their MSW programs (Goode et al, 2021).…”

Section: Social Justicementioning

confidence: 99%

“…CSWE mandates learning of diversity in social work education yet provides no details on implementation (Franco, 2021). Schools of social work have taken varied approaches toward adding diversity into their curricula (Atteberry-Ash et al, 2021). Some take a parking lot approach, covering diversity in one foundational class only, thereby leaving it in the parking lot, while others infuse the content throughout their curriculum or offer a hybrid parking lot/infusion combination (Atteberry-Ash et al, 2021).…”

Section: Explicit Curriculum: Teaching Diversity and Cultural Competencementioning

confidence: 99%

“…Schools of social work have taken varied approaches toward adding diversity into their curricula (Atteberry-Ash et al, 2021). Some take a parking lot approach, covering diversity in one foundational class only, thereby leaving it in the parking lot, while others infuse the content throughout their curriculum or offer a hybrid parking lot/infusion combination (Atteberry-Ash et al, 2021). Newer approaches include offering mini courses or workshops on diversity, similar to CEU style events (Atteberry-Ash et al, 2021).…”

Section: Explicit Curriculum: Teaching Diversity and Cultural Competencementioning

confidence: 99%

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#SocialWorkSoWhite

BlackDeer

Ocampo²

2022

ASW

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To date, social work continues to be a predominantly white-dominated profession; this is true across all levels of the profession’s current and aspiring membership, including students, practitioners, and faculty members. This racial composition is remnant of our profession’s history of upholding white supremacy and legacy of white saviorism. Not surprisingly, foundational teachings of social work center and champion white women (e.g., Jane Addams) while neglecting the important contributions of Black and Brown social workers to the profession. The harm done by continuing and upholding these practices extends to all spheres that social work education touches, directly or indirectly. While the National Association of Social Workers Code of Ethics would lead one to think of social work as a noble profession, the reality demonstrates that we continually fall short of that reputation. Social work education is guilty of exploiting vulnerable and marginalized communities for the benefit of the profession under the guise of promoting social justice. For example, field placement, a cornerstone of social work education, continues to send mainly white students into communities of color for the purposes of learning, often treating the community as guinea pigs in the pursuit of white knowledge through experiential learning. Although in the long run, field placements can have some benefits for communities, we need to be more critical about the practices we engage in and the ways in which they fail to advance social justice and reinforce the status quo. We are at a pivotal moment in our profession as we reckon with the dissonance between our preaching and practice. The purpose of this paper is to highlight the many ways in which social work education haphazardly 1) perpetuates colonialism and upholds white supremacy, 2) harms marginalized communities, and 3) fails to model our code of ethics. We make a call for serious introspection within the field of social work: to evaluate the power dynamics at play, reckon with our past, and plan for a profession that strengthens and lives up to its commitment to social justice. We conclude with recommendations for transformative change within the social work profession.

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“…As such, diversifying the social work knowledge base is necessary and must include different ways of knowing and being to actively disrupt the heteronormativity of whiteness and white supremacy. One of the ways we can do this is to effectively equip social work students with social justice approaches that expose them to concrete opportunities to practice social justice skills throughout the curriculum and their practice environment (Atteberry-Ash et al, 2019;Nicotera, 2019). Moreover, given the challenges students face grappling with "social injustices and oppression in the real world" (Richards-Schuster et al, 2015, p. 380), accrediting bodies of social work must consider having designated courses that approach racism and other forms of oppression from wholistic perspectives that account for complex social positionalities and lived experiences.…”

Section: Implications For Social Work Education Research and Practicementioning

confidence: 99%

The Politics of Resistance From Within

Duhaney

El‐Lahib

2021

ASW

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Everyday racism embedded in all facets of society, coupled with ongoing injustices against racialized people globally, have reignited an urgent action to turn the gaze within social work education. There is a need to challenge and resist white supremacy that continues to institutionalize systemic racism and justify state control of social and political processes. These current realities are in direct contradiction to the neoliberal push for state withdrawal from social programming and essential services. Yet the interconnectedness between neoliberalism, white supremacy and fascist ideologies has gone undetected in social work circles resulting in a political and ideological vacuum in the profession. Within the social work curricula, there is a lack of attention and involvement to effectively dismantle white supremacy and racism that are perpetuated within and through the profession. The social work classroom has been a natural place to incubate a new wave of resistance that has the potential of changing the face of the profession. Considering the deleterious effects white supremacy has for racialized bodies within academic spaces, we assert the embodiments of resistance with a call to action for social work scholars, students, administrators and practitioners. These key actors must reject the legacy of white supremacy in our profession that acts as social control agents serving the state's interests and perpetuating its hegemony. We explore some of the ways in which we confront and disrupt white supremacy, which includes interrogating and dismantling dominant discourses, systemic and institutional academic racism (teaching, research and service), social work curriculum and priorities, and racist classroom dynamics that have been shaped by whiteness that continues to impact the interactions between racialized and white students and professors. We conclude with a call to infuse social work with practices and approaches that equip students with knowledge and tangible tools to enact change beyond academic spaces.

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Walk the Talk of Power, Privilege, and Oppression: A Template Analysis

Cited by 13 publications

References 14 publications

Unsettling reflexivity and critical race pedagogy in social work education: narratives from social work students

Unsettling reflexivity and critical race pedagogy in social work education: narratives from social work students

#SocialWorkSoWhite

The Politics of Resistance From Within

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