Eurocentrism in Social Work Education

Abstract

Consequent to Eurocentric hegemony race has been erroneously validated as the standard identity construct by social work education as well as much of Western science. For example, the approach utilized in this study includes reference to the literature of biologists and medical personnel who contend that race is scientifically meaningless.• Findings: The findings suggest that for those who are biracial, living in the midst of race constructionists encourages a life of identity conflict. That conflict is more often irrelevant to monorace subjects who by skin color are assigned to a single race category. This is an important notion for those, such as social workers, working in the human services. • Applications: The application proposes a human development across the lifespan construct to serve as an ecological alternative to the pathologizing influences of race. Although race and other Eurocentric constructs may have had their place at one time, the rapidly changing demographic dynamics of Western populations, including Britain, Europe and the Americas, and the inconceivable pace at which diversity is becoming the norm necessitate a commensurate change in policy, practice and theory. Identity across the lifespan in preparation of social workers for the 21st century is a viable alternative.

Integrating a Transcultural Perspective into the Social Work Curriculum: A Descriptive and Exploratory Study

“…CSWE also mandates that social work education prepare students who are competent in understanding difference in shaping life experience, recognizing dynamics of power and privilege, As an alternative, some instructors emphasize the importance of developing anti-oppressive approaches to practice and engaging students in critical thinking and reflection about privilege and power (Abrams & Gibson, 2007;Abrams & Moio, 2009;Heron, 2004;Keenan, 2004;Pon, 2009;Ross, 2007;Rozas & Miller, 2009;Schmitz, Stakeman, & Sisneros, 2001). Drawing from a postmodern perspective, other educators point out that categorical or binary views of culture, race, or gender fail to account for the complexity of individual and community identities (Hall, 2005;Keddell, 2009;McPhail, 2004;Suarez, Newman, & Reed, 2008) and caution against adopting universal views of culture or "grand theories" about power and social change (Martinez-Brawley, 1999;Williams & Sewpaul, 2004). From this perspective, practice and pedagogical approaches that set aside the expert role in favor of honoring client and community experiences and contexts are favored, such as narrative approaches in practice, deconstruction, and dialogue in classrooms, and the creation of context-specific partnerships (Carter-Black, 2007;Danto, 2008;Feldman et al, 2009;Juarez et al, 2006;Keddell, 2009;Kelley, 1995;Keenan, 2004;Phan et al, 2009;Suarez et al, 2008;Schmitz et al, 2001) Although some of these approaches appear contradictory rather than complementary, a number of articles present specific strategies employed by schools of social work to bridge these different perspectives or to translate them into effective pedagogy (Abrams & Gibson, 2007;Carter-Black, 2007;Comerford, 2005;Feldman et al, 2009;Hall & Theriot, 2007;…”