Training Human Service Professionals: Using Intersectionality as a Strategy for Eliminating Anti-Black Racism

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Journal of Teaching in Social Work Pub Date : 2022-05-27 DOI:10.1080/08841233.2022.2047872
Kerry M. Deas, Ruben Mina
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引用次数: 2

Abstract

ABSTRACT As the country continues to reckon with the historical and present-day realities of systemic oppression, particularly as it impacts Black individuals and communities, it is critical that human service organizations advance beyond statements condemning forms of anti-Black racism. Institutional efforts to address anti-Black racism must embody learning as integral to becoming more than a compliant organization, that represents symbolic change, to one that focuses on structural change. This article uses intersectionality along with Patricia Hill Collins’ Matrix of Domination as frameworks to explore a strategy for ongoing workplace learning that can be deployed to address and eliminate anti-Black racism within human service organizations. Collins’ Matrix of Domination explains the ways that systems marginalize groups in a society. A fully inclusive organization embodies shared power among different groups that reflects its mission, policies, and practices. Training to address and eliminate anti-Black racism is a vital activity that organizations should deploy in order to contribute to a just society.
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培训人力服务专业人员:使用交叉性作为消除反黑人种族主义的策略
随着国家继续考虑历史和当今的系统性压迫现实,特别是当它影响到黑人个人和社区时,人类服务组织超越谴责各种形式的反黑人种族主义的声明是至关重要的。解决反黑人种族主义的机构努力必须体现学习,这是一个不可或缺的组成部分,它不仅仅是一个顺从的组织,它代表着象征性的变化,而是一个专注于结构变化的组织。本文将交叉性与Patricia Hill Collins的《统治矩阵》(Matrix of Domination)作为框架,探索一种可以用于解决和消除人类服务组织中反黑人种族主义的持续工作场所学习策略。柯林斯的《统治矩阵》解释了制度使社会群体边缘化的方式。一个完全包容的组织体现了不同群体之间的共享权力,反映了它的使命、政策和实践。处理和消除反黑人种族主义的培训是各组织应开展的一项重要活动,以便为一个公正的社会作出贡献。
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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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