Anti-Racist Teaching Practices

Next, they introduce concepts and pedagogical strategies concerning White identity and privilege that are drawn from multicultural teacher training programs. Based on this literature, the authors argue that teaching about White privilege is fundamental to understanding the systematic oppression of people of color and raising self-awareness about social workers' roles and responsibilities with culturally diverse clientele. Concrete suggestions are offered for infusing this material across the curriculum and grappling with student resistance.

Critics charge that the cultural competence model is largely ineffective and that its tendency to equalize oppressions under a "multicultural umbrella" unintentionally promotes a color-blind mentality that eclipses the significance of institutionalized racism. In this article we argue that critical race theory (CRT) can be used to address some of these noted problems with the cultural competence model. We define the major tenets of CRT and analyze its benefits and limitations for social work pedagogy around race, racism, and other oppressions.

This article problematizes the overlapping and contradictory definitions of critical pedagogy and its historical roots. It critically examines the ways in which professors explicitly communicate the “critical” or justice-oriented intent of critical pedagogy.

This paper offers an insight into the content of the module, an explanation of how it was delivered, along with some of the issues that emerged. The main teaching areas covered were sexism, heterosexism, ageism, racism and disablism, and student feedback was received from each session and their responses analyzed. A number of themes are discussed in this paper which include lecturers' expectations of the student group--which at times some of the students found difficult; the relationship between the lecturers-- and how this both helped and hindered the teaching process; and the development of tensions between students--particularly along the dimension of ethnicity. The overall feedback of the module by students was positive, with the vast majority finding it helpful. The specifics of what the student group found helpful have been incorporated into the penultimate section of this paper, which considers some ways forward for educators who are responsible for teaching anti-oppressive practice on similar courses.

Scholars contend that failure to directly and seriously address the striking inequality in a society leads to a divided society with self-destructive tendencies. In this paper, I postulate that fully embracing critical race theory (CRT) in social work education can help to overcome the shortcomings of the current multicultural approach in addressing disparity in the United States.

The socializing influence of pedagogy is one aspect of the professionalization process that must be considered in addressing issues of diversity and inclusion in graduate education programs. This article addresses this gap by describing and analyzing the narratives of 15 minority graduate social work students. It examines their perception and experiences with instruction on multiculturalism with the graduate curriculum and the meaning they assign to these experiences. Their narratives illuminate the myriad ways that the curriculum excludes minority students and reproduces social inequality. Social work education has a responsibility to eliminate racism and inequality from the content of its courses and in its teaching methods. The identification of these negative socializing messages may assist educators in structuring curricular and pedagogical practices that can facilitate the academic success of all students.

The findings of this research shed light on the crucial role of the implicit curriculum and curricular infusion in supporting, and creating barriers to, the delivery of diversity and social justice content through a designated required course.

What are earlier Black-led movements centered on ending state-sanctioned violence? This article situates Black Lives Matter in a much longer lens and examines the long struggle to protect Black lives from state sanctioned violence.We draw from existing research to provide a historical genealogy of the movement that traces the beginnings of a movement to protect Black lives to the work of Ida B.Wells and follows it up to the work of the Mississippi Freedom Democratic Party and the urban rebellions that have followed.

Thus, this article describes the Black male adult learner success theory, which builds on Gilman Whiting’s scholar identity model and Urie Bronfenbrenner’s bioecological system theory and was developed as a lens to examine the unique experiences of Black male adult learners in higher education and the impact of their various environments on their academic success. In response to the call for action from adult education scholars, this article introduces an asset-based theoretical approach for researchers to use when studying Black male adult learners. The article provides implications for using the Black male adult learner success theory for policy and practitioners. The article ends with providing future recommendations for research based on the theory.

Yet the day‐to‐day practices on which the profession rests, and which sustain the profession, reproduce whiteness. Thus ‘doing’ race following this same formula functions to reproduce whiteness and race as one more skill at which to be competent. As long as social work practice is synonymous with diversity management and the development of competencies, we remain unable to reconcile being a ‘good’ social worker with anti‐racist practice.

Some of the central tenets are examined with a view to understanding how critical pedagogy has evolved over the years and what critiques are inherent within it or have been directed towards it. The paper then focuses on the issue of assessment, particularly in teacher education, and the possibility of incorporating some of the principles and practices of critical pedagogy in the assessment process in this setting. The work of several writers is considered in relation to the establishment of empowering processes, not only for learning, but also for assessment.

He argues that faculty need to be aware of their social position, but more importantly, to begin and continue critical self-reflection in order to effectively implement anti-racist pedagogy, which has three components: (1) incorporating the topics of race and inequality into course content, (2) teaching from an anti-racist pedagogical approach, and (3) anti-racist organizing within the campus and linking our efforts to the surrounding community. In other words, anti-racist pedagogy is an organizing effort for institutional and social change that is much broader than teaching in the classroom.

Grounded in this context, the article reviews intersecting factors related to linguistic variation that affect student academic performance. Empirical and applied models of effective partnerships among researchers, educators, and students are presented, which provide road maps to advance linguistic inclusion in schools within the broader social movement for equity in education.

Much of the literature regarding mentoring discusses its definitions and best practices. It does not, however, capture the experiences of students of Color and their perceptions of their White mentors. It also fails to challenge White mentors who other, tokenize, or fail to understand their mentees. Through autoethnography rooted in Critical Race Theory counternarratives, I identify, define, and discuss three roles White mentors play for students of Color.

The article reframes understandings of the perceived failures of this group of students to adapt to the world of higher education. It is argued that race and racism are salient determining factors in the experiences of Black students within social work education. Emphasis is placed on understanding the specificity of this group of students taking into cognisance the social, cultural, economic, and political contexts within which they are located. The article uses CRT as a critical lens to reflect on peer support groups as potential counter spaces that can disrupt the negative experiences of black social work students.

In the United States, Asian Americans and immigrants have faced increased xenophobia, as evident by exponential increases in reported hate crimes and the horrific massage parlor shootings in Atlanta. This tragic spate of violence has renewed conversation on America’s long history of anti-Asian discrimination, from prior racist immigration policy like the Chinese Exclusion Act of 1882, to the more recent model-minority myth of Asian attainment. In order to build a more equitable society, it is important to discuss and acknowledge the impact of this history, including in the biomedical sciences.

Embracing a theoretical base of culturally competent practice and solutions to the inherent difficulties of discussing race and oppression in diverse student groups is suggested along with six rules of engagement. Recommendations are based on the interactive experience of a highly diverse faculty and student body, literature review, student focus groups, faculty retreats, expert consultation, and curriculum refinement.

For social work pedagogy there is a need for critical reflection, increased awareness, sensitivity to multiculturalism, and cultural diversity. As social work educators, it is crucial for us to teach through the lens of multiculturalism and create spaces for voices of students who belie traditional racial and ethnic categories. This article elevates the voices of Black ethnic women, underscoring the complexity of identity construction within the United States. Qualitative interviews explore the dynamic social constructions of identification for 10 women who identify as Black and ethnic, as one example of a nuanced differentiation of race and culture. This article is a discussion of research findings and includes implications for teaching social work practice that broaden our range of understanding and highlight representations of women with marginal identities, thus furthering our social justice mission.