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Murray-Lichtman, Andrea; Aldana, Adriana; Izaksonas, Elena; Williams, Tauchiana; Naseh, Mitra; Deepak, Anne C.; Rountree, Michele A.
doi: 10.1080/15313204.2022.2070899pmid: N/A
In 2020 racial justice uprisings and COVID-19 and the push for institutional responses created pressure within social work to answer decades of calls for anti-racism action. CSWE responded and formed the Task Force for Anti-racism. As members of the Task Force, we call on CSWE to continue this anti-racism work. We describe a path forward to promote racial justice and dismantle systemic racism and white supremacy within social work education. We interrogate social work’s complicity in white supremacy, provide examples of social work anti-racism pedagogy, and call for centering BIPOC voices to move social work toward its anti-racism future.
Duhaney, Patrina; Lorenzetti, Liza; Kusari, Kaltrina; Han, Emily
doi: 10.1080/15313204.2022.2070898pmid: N/A
The recent COVID-19 pandemic drew a sharp focus on existing inequities for racialized communities in Canada and globally. A paucity of research-informed transformative learning models in social work has resulted in the persistent centering of Western ways of knowing. Current efforts do not adequately address the nuances of systemic and structural racial inequities, leaving students unprepared to deal with these issues in the classroom and in practice. We propose critical race pedagogy as an essential framework to promote and enrich social work learning environments where students can engage in courageous conversations about race, racism, power and oppression.
doi: 10.1080/15313204.2022.2070890pmid: N/A
Typical pedagogical practices center Whiteness, particularly when teaching about racism and racial justice. This article offers a framework that de-centers the White frame using: coloniality of power, critical realism, critical consciousness. The coloniality of power analyzes the order of social relations and embedded hegemonic structures in the US. Critical realism posits a multi-layered construct of reality encompassing subjugated experiences, illustrating how dominant groups can share these experiences. Critical consciousness explains the need for all individuals to identify mechanisms of oppression that maintain, perpetuate, and sustain the exclusion and subjugation of BIPOC. Together, these three concepts create a foundation highlighting accountability and agency.
Beasley, Candice C.; Singh, Melissa I.; Drechsler, Katherine
doi: 10.1080/15313204.2021.1991868pmid: N/A
The purpose of this article is for schools of social work to critically evaluate their Field Education Programs for practices that impede anti-racist and equity-minded learning environments. This systematic review synthesizes the literature over the last decade to examine literature that may assist with field education evaluation. After reviewing the literature, five studies were located that addressed anti-racism within social work education; however, zero evaluative tools were located. Therefore, the authors have compiled a series of evaluative questions, as part of an initial evaluative tool, in the critical examination of anti-racist and equity-mindedness in their field education departments.
doi: 10.1080/15313204.2022.2072431pmid: N/A
Understanding the impact of race on the enduring racial disparities and inequities throughout our institutions is a key tenet of social work competency. The purpose of this qualitative case study was to investigate the experiences of undergraduate social work educators (BSWEs) who teach the required diversity course. Participants reported the primary challenges teaching about race and racism were: (1) faculty racial identity and lack of credibility (2) emotional toll of teaching about race. This study has implications concerning educators’ preparation to engage in anti-racist and equitable pedagogy in undergraduate social work education programs.
Hudson, Kimberly D.; Azhar, Sameena; Rahman, Rahbel; Matthews, Elizabeth B.; Ross, Abigail M.
doi: 10.1080/15313204.2022.2070895pmid: N/A
In this article, we critically engage the “dual pandemics” framing of this special issue. We first consider the key assumptions of this popular frame, specifically the conceptualization of racism as a pandemic, and examine limitations of medicalizing racism. We follow with an introduction of the term syndemic, coined by public health scholar Merrill Singer, and discuss how the language of syndemics might accurately characterize the synergism and interconnectedness of racism and COVID-19. We conclude by applying syndemic theory to offer insights and opportunities for social work research, practice, and policy from a racial justice lens.
Kyere, Eric; Boddie, Stephanie; Lee, Jessica, Euna
doi: 10.1080/15313204.2022.2057379pmid: N/A
In this article, the authors argue that in the United States, structural racism set the stage that increased persons of color’s vulnerabilities and risks to COVID-19 compared to Whites, while simultaneously killing Blacks through racialized policing. They draw on structural violence as a theoretical framework to ground their argument and add to the discussion on the need for social work to explicitly build structural competency to effectively respond to structural racism. Most importantly, the authors contend that, structural racism entails a network of interdependent institutions and organizations that interact with individuals in a complex way to affect health and well-being. Therefore, eliminating racism needs to move beyond a single institution and organization to interdependent relationships among institutions and the mechanized paths through which their effects are translated at the community and individual levels. In this regard, instead of simplifying the complexities surrounding structural racism, we should embrace them and build knowledge system and tools that are complexity sensitive toward eliminating racism. The authors extend the emerging discussion on a renewed focus for structural competency in social work education and respond to the Grand Challenge to Eliminate Racism by presenting a “structuragram” as a heuristic to assess, analyze, and intervene at the structural level factors that influence the individual and community’s realities. We conclude with a case example and recommendations for structural competency-based practice.
Brock-Petroshius, Kristen; Mikell, Dominique; Washington, Durrell Malik; James, Kirk
doi: 10.1080/15313204.2022.2070891pmid: N/A
How can social work live up to the 13th Grand Challenge of Eliminating Racism? In this article we argue for the replacement of the predominant social justice paradigm with a framework for anti-racist social work praxis informed by abolitionist principles. The primary aim of anti-racist social work praxis needs to be the building of power in Black, Indigenous, or Brown and poor communities. We define additional praxis principles, including engaging with critical theories, advancing macro-approaches, targeting racism at the source, and developing interventions to eliminate and address the effects of racism. We end by sharing concrete anti-racist praxis tools.
Strickland, Christopher A.; Sharkey, Caroline N.
doi: 10.1080/15313204.2022.2070897pmid: N/A
This article analyzes and interrogates knowledge-production practices in contemporary social work research and practice through the lens of Michel Foucault’s concept of power-knowledge. As a regime of power, social work produces forms of knowledge that stratify human subjects along the social fabric. As a result, social work practice and research alike can perpetuate binaries of human existence expressive of the Western context which fashioned it. To reconcile a contemporary social work professional logic saturated in white supremacy with a longstanding ethical mandate for social justice, this investigation concludes with practice and pedagogical recommendations informed by an anti-racist theoretical framework.
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