Few and Far from Radical? LGBT-Related Contributions in European Social Work Journal Publishing

Nothdurfter, Urban; Nagy, Andrea

doi:10.1093/bjsw/bcw140

Cited by 8 publications

(4 citation statements)

References 51 publications

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“…We are of the opinion that not only teachers, but also educators, social workers, and parents should become aware of the intensity of the use of homophobic language among adolescents. Social workers are in a good position to take action to intervene and prevent further homophobic verbal (and nonverbal) behavior, although wellinformed observers of the scene think social work has still not fully embraced LGBT issues and still has to develop new and different ways of dealing with the respective challenges in research, education, and practice (see, for example, Cocker & HaffordLetchfield, 2010;Nothdurfter & Nagy, 2016). When engaged in school social work, professionals can intervene in the context of schools.…”

Section: Discussionmentioning

confidence: 99%

Prevalence and predictors of homophobic behavior among high school students in Switzerland

Weber

Gredig

2018

Journal of Gay & Lesbian Social Services

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Section: Discussionmentioning

confidence: 99%

Prevalence and predictors of homophobic behavior among high school students in Switzerland

Weber

Gredig

2018

Journal of Gay & Lesbian Social Services

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“…Whilst sexuality may be incorporated into ADP teaching, it is less likely to be embedded across the broader curriculum, which can be imbued with implicit heteronormative and cisnormative assumptions (Fairtlough et al, 2013;Dunk-West and Hafford-Letchfield (2018). This neglect of sexuality in the curriculum is mirrored in the marginality of these issues in social work research and literature (Nothdurfter and Nagy, 2016), though there is some growing attention to queer and critical perspectives, for example queer theory (Hicks and Jeyasingham, 2016;Jeyasingham, 2008) or queer consciousness (Martinez et al, 2011). These perspectives help to question the role of professional knowledge in structuring sexuality.…”

Section: Curriculum Content and Pedagogical Practicementioning

confidence: 99%

Sexuality and religion: from the court of appeal to the social work classroom

Mason

Cocker

Hafford‐Letchfield

2020

Social Work Education

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This paper critically reviews the case of (R (Ngole) v University of Sheffield [2019]), which concerned a social work student whose professional training was terminated following expression of his religious views about homosexuality on a public social media platform. The student sought a judicial review of this decision on human rights grounds. The High Court dismissed the student's challenge but the Court of Appeal overturned this decision to dismiss on the grounds of proportionality and referred the student back to the University to determine further action. This case is discussed in the context of the complicated positions taken up during the process leading to this legal Judgment, as they have implications for curriculum and pedagogical strategies, fitness to practice processes and the experience of LGBTQ+ students. The discussion considers how, in light of this Judgment, social work educators can continue to address sexuality as a social justice issue. Critical and queer perspectives can support transformative learning where binary thinking about sexuality and religion is challenged and students can appreciate the impact of their values on others. Recommendations are made for addressing disparities in how sexuality, sexual and gender diversity are addressed in professional education.

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“…However, it is hoped that it also serves to highlight the omissions within research relating trans people and social work. There have been several arguments put forward for further general research in this area (Taylor, 2013;Siverskog, 2014;Nothdurfter and Nagy, 2016;WEC, 2016WEC, , 2019Inch, 2017;DfE, 2018). This review also recommends further ethical research in this area, both produced by and with trans people, with the provision this research centre those experiencing intersecting oppression, including trans women, Black trans people, trans people of colour, disabled trans people and those of holding other marginalised identities.…”

Section: Implications For Researchmentioning

confidence: 99%

Trans voices in social work research: what are the recommendations for anti-oppressive practice that includes trans people?

Stevens

2022

Critical and Radical Social Work

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This rapid review explores research that relates to trans people and social work, with the aim of investigating the experiences of trans people in social work. The article is concerned exclusively with research that platforms the voices of trans people, specifically, those whose input is in direct reference to their experiences in relation to social work. However, the exploration revealed no studies that reference the perspectives of trans social workers. Key recommendations include: the responsible inclusion of trans identities within educational and professional development materials; a visible commitment within social work to confronting transphobia; engaging with practice beyond a binary comprehension of gender; and renewed commitment to person-centred practice that promotes and understands the necessity for self-identification. Additionally, this review restates the need for further ethical research in this area that is more accurately representative and enables the voice and influence of trans people in social work knowledge production.

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Few and Far from Radical? LGBT-Related Contributions in European Social Work Journal Publishing

Cited by 8 publications

References 51 publications

Prevalence and predictors of homophobic behavior among high school students in Switzerland

Prevalence and predictors of homophobic behavior among high school students in Switzerland

Sexuality and religion: from the court of appeal to the social work classroom

Trans voices in social work research: what are the recommendations for anti-oppressive practice that includes trans people?

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