解决社会工作中系统性的反黑人种族主义:行动计划

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Journal of Teaching in Social Work Pub Date : 2022-05-27 DOI:10.1080/08841233.2022.2053925
Patrina Duhaney, Kaltrina Kusari, Ebony Morris, Akin Taiwo
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引用次数: 2

摘要

历史性和系统性的反黑人种族主义根植于加拿大社会的政治、经济、本体论、认识论和文化基础。尽管该行业致力于社会正义和反压迫实践,但在加拿大各地的社会工作项目中,白人至上主义和白人至上主义的规范性仍然普遍存在。为了在社会工作学校为黑人创造公平的空间,推进旨在消除反黑人种族主义的对话是必要的。使用环境扫描方法,本文确定并讨论了加拿大和美国社会工作学校可以使用的策略,以解决反黑人种族主义问题。这些策略涉及到基于种族的数据收集、课程开发、对黑人学生和教师的支持、实地教育、反种族主义培训、研究和奖学金以及提供财政资源。我们警告说,如果不解决和废除根深蒂固的系统性和体制性种族主义,这些变化可能是无效的或不可持续的。
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Addressing Systemic Anti-Black Racism in Social Work: A Plan of Action
ABSTRACT Historic and systemic anti-Black racism are rooted in political, economic, ontological, epistemological, and cultural foundations of Canadian society. The normativity of whiteness and white supremacy are prevalent in social work programs across Canada despite the profession’s commitment to social justice and anti-oppressive practice. Advancing conversations which seek to eradicate anti-Black racism are necessary to create equitable spaces for Black people in schools of social work. Using an environmental scan methodology, this article identifies and discusses strategies that can be utilized across schools of social work in Canada and the U.S. to address anti-Black racism. These strategies relate to the collection of race-based data, curriculum development, support for Black students and faculty members, field education, anti-racism training, research and scholarship, and provision of financial resources. We caution that these changes may be ineffective or unsustainable without addressing and abolishing deeply engrained systemic and institutional racism.
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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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