Decentering Whiteness in the Social Work Classroom

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Journal of Teaching in Social Work Pub Date : 2022-05-27 DOI:10.1080/08841233.2022.2048944
A. Dempsey
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引用次数: 2

Abstract

ABSTRACT Social work education faculty are mainly white and female-identified. However, across the United States, they teach a diverse student body, half of whom are students of color. MSW graduates will primarily provide service to communities of color, and we know the lived experience and social location of the teacher affects the experience of students in the classroom. Inspired by an impactful teaching experience, and a school-wide curriculum revision, this paper analyzes whiteness in the social work classroom and applies critical race theory to examine one instructor’s teaching practice. Critical race theory (CRT), an understanding of epistemic injustice, and a teacher’s reflective process are tools that can help de-center whiteness in our classrooms and propel faculty forward toward providing an inclusive and equitable education for all students. A description of the teaching experience here highlights the challenges of privilege, bias, self-regulation, and judgment for both students and the instructor. Lessons learned are presented, along with an analysis of the instructor’s choices and challenges. Implications for social work education and the preparation of critically-centered and antiracist social workers are discussed.
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在社会工作课堂中去中心化白人
社会工作教育教师以白人和女性为主。然而,在美国各地,他们教的是一个多元化的学生群体,其中一半是有色人种。城市固体废物毕业生将主要为有色人种社区提供服务,我们知道教师的生活经历和社会位置会影响学生在课堂上的体验。受一次有影响的教学经验和一次全校范围的课程修订的启发,本文分析了社会工作课堂中的白人问题,并运用批判性种族理论来考察一位教师的教学实践。批判性种族理论(CRT),对认知不公正的理解,以及教师的反思过程,都是帮助我们在课堂上消除白人歧视的工具,并推动教师为所有学生提供包容和公平的教育。这里对教学经历的描述强调了特权、偏见、自我约束和对学生和教师的判断的挑战。本课程将提供经验教训,并分析讲师的选择和挑战。讨论了对社会工作教育和培养批判中心和反种族主义社会工作者的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Teaching in Social Work
Journal of Teaching in Social Work EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.20
自引率
0.00%
发文量
36
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.
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