Sharon E. Moore, Emma M. Sterrett-Hong, S. Miller, Jennifer L. Foreman, Daniel A. Boamah, Heather L. Storer, Brittany Nwachuku, Monica M. Adams, Heehyul E Moon, Carmellia Jackson-Hurley, Kimberly Frierson, DeShara C. Doub
{"title":"Addressing Anti-Black Racism through the Social Work Curriculum: Informed, Prepared and Competent?","authors":"Sharon E. Moore, Emma M. Sterrett-Hong, S. Miller, Jennifer L. Foreman, Daniel A. Boamah, Heather L. Storer, Brittany Nwachuku, Monica M. Adams, Heehyul E Moon, Carmellia Jackson-Hurley, Kimberly Frierson, DeShara C. Doub","doi":"10.1080/08841233.2022.2049956","DOIUrl":null,"url":null,"abstract":"ABSTRACT Racism is a pervasive system that permeates all social activity within U.S. society and for over four hundred years has constantly reproduced systems of inequality and disparate outcomes for Black people. Increasingly, attention has been given to integrating anti-racist content and methods into social work education and practice. By integrating concepts from racial equity and liberatory education theories, and providing a case example of one university’s process of critically assessing students’ experiences of how anti-racist pedagogies manifest within social work’s implicit and explicit curriculum, this paper offers insights into potential strategies to prepare social work students to adequately address the needs of Black clients upon graduation.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"42 1","pages":"142 - 156"},"PeriodicalIF":0.8000,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Teaching in Social Work","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/08841233.2022.2049956","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
ABSTRACT Racism is a pervasive system that permeates all social activity within U.S. society and for over four hundred years has constantly reproduced systems of inequality and disparate outcomes for Black people. Increasingly, attention has been given to integrating anti-racist content and methods into social work education and practice. By integrating concepts from racial equity and liberatory education theories, and providing a case example of one university’s process of critically assessing students’ experiences of how anti-racist pedagogies manifest within social work’s implicit and explicit curriculum, this paper offers insights into potential strategies to prepare social work students to adequately address the needs of Black clients upon graduation.
期刊介绍：
The Journal of Teaching in Social Work fills a long-standing gap in the social work literature by providing opportunities for creative and able teachers—in schools, agency-based training programs, and direct practice—to share with their colleagues what experience and systematic study has taught them about successful teaching. Through articles focusing on the teacher, the teaching process, and new contexts of teaching, the journal is an essential forum for teaching and learning processes and the factors affecting their quality. The journal recognizes that all social work practitioners who wish to teach (whatever their specialty) should know the philosophies of teaching and learning as well as educational methods and techniques.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
