From Liberal Pluralism to Critical Multiculturalism: The Need for a Paradigm Shift in Multicultural Education for Social Work Practice in the United States

Abstract

The mandate to educate students to work toward ending oppression and other forms of injustice is clear, but there has been little discussion in the multicultural literature about the kinds of knowledge that are needed to prepare students for such work. This article discusses the need for a paradigm shift from liberal pluralism to a critical approach to social work education and practice. It also outlines a set of core themes to guide multicultural curriculum development. These include (a) culture, (b) race and racism, (c) oppression, (d) multiple identities, (e) power, (f) whiteness and privilege, (g) historical context, and (h) social change. Obstacles to incorporating these ideas into the curriculum and recommendations for overcoming such obstacles are also discussed.

White Privilege and Multicultural Counseling Competence: The Influence of Field of Study, Sex, and Racial/Ethnic Exposure

“…This finding is consistent with social work education and practice, which works toward self-awareness and understanding of how one participates (Jeffery, 2005) and maintains social privilege. Furthermore, pedagogy in social work education and training embraces a theme of social justice (Daniel, 2008;Green et al, 2005;Parker, 2003) and fosters awareness of how to confront and intervene on systems of inequality and discrimination (Miller et al, 2004). No significant differences in multicultural knowledge and awareness were found between clinical psychology and social work students.…”

“…In contrast to clinical psychology, the field of social work has a rich history of pursuing and promoting issues of social justice (Daniel, 2008;Green, Kiernan-Stern, & Baskind, 2005;Parker, 2003). A major goal of social work education is to increase students' understanding of how to confront and eliminate discrimination and systemic inequality (Miller, Hyde, & Ruth, 2004).…”

“Who’s got the power?”: A critical examination of the anti-bias curriculum

“…A recent definition of liberal-pluralism contextualizes such an account: the term liberalism engages with themes such as equality and individual rights (Castagno 2009, p. 756), whereas pluralism generally refers to "equality for all cultural traditions" (Leicester 1992(Leicester , 2013. In keeping with a more systemic critique, however, Daniel (2008) argued that pluralism, while recognizing such differences, namely, class, race, and gender, elides the role of structural/institutional practices in maintaining sharp and inequitable distinctions along racial, gender, and class lines.…”

Applied Methods of Teaching about Oppression and Diversity to Graduate Social Work Students: A Case Example of Digital Stories

“…Liberal pluralism refers to the dominant view within society which seeks to have oppressed groups to achieve greater equality without changing the systemic environment that creates that inequality. Alternatively, critical multiculturalism may attempt to challenge those systemic issues in society that create oppression and maintain marginalization (Daniel, 2008). A related deconstructive process has been proposed by Vodde and Gallant (2002) that seeks to re-bridge the gap within social work education and practice between the micro and macro societal levels.…”

“…Literature points to the role of educators in promoting safe space in the classroom, having structure and being prepared for the course, and facilitating discussions (Garcia & Melendez, 1997;Hyde & Ruth, 2002;Mildred & Zuniga, 2004). Others have argued for the need to undertake a paradigm shift away from liberal pluralism to a position of critical multiculturalism with regard to social work education and practice (Daniel, 2008). Liberal pluralism refers to the dominant view within society which seeks to have oppressed groups to achieve greater equality without changing the systemic environment that creates that inequality.…”