Implications of the Equality-of-Oppressions Paradigm for Curriculum Content on People of Color

Schiele, Jerome H.

doi:10.5175/jswe.2007.200400478

Cited by 54 publications

(36 citation statements)

References 36 publications

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“…The equality-of-oppressions paradigm is also apparent in social work (see Schiele, 2007). Social work scholars from various groups argue that equal attention should be given to their group's oppression.…”

Section: Equality-of-oppressions Paradigmmentioning

confidence: 97%

“…However, as other social divisions and forms of oppression entered the social work discourse in the United States, a broader conceptualization of oppression known as the equality-of-oppressions paradigm was established as the main vehicle for addressing issues of inequality. In this paradigm, issues of racism are eclipsed and rivaled by additional forms of human oppression, all assumed to be equal in their production of stigmatization and subjugation (Schiele, 2007). This paradigm was integrated into the CSWE's Educational Standards in 2001, which significantly shaped the character of social work programs.…”

Section: Introductionmentioning

confidence: 99%

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Equality-of-oppressions and anti-discriminatory models in social work: reflections from the USA and UK

Graham¹,

Schiele²

2010

European Journal of Social Work

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Although the equality-of-oppressions paradigm in the USA and the anti-discriminatory framework in the UK are progressive steps in affirming the lives of many groups, they are limited in their ability to highlight the continued significance of racism in contemporary social work education. This comparative paper examines how universal frameworks of oppression in social work have helped to diminish the significance of racial oppression and begins by discussing their evolution in both countries. The next section is concerned with the rise of postmodern theory and its influence in reshaping issues of oppression. Finally, a model of differential vulnerability is offered as a way of identifying how the multiplicity of oppressions varies in frequency, intensity and pervasiveness. The authors suggest that this model can make a difference by reconfiguring models of oppression which interweave differential vulnerability to not only make the necessary connections between forms of oppression but also to reaffirm social work's commitment to racial equality.

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Section: Equality-of-oppressions Paradigmmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Equality-of-oppressions and anti-discriminatory models in social work: reflections from the USA and UK

Graham¹,

Schiele²

2010

European Journal of Social Work

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“…Field placement is an opportune environment for modeling cultural competence to support the internalization of a concept that can feel nebulous to student clinicians. However, cultural competence is limited in its capacity to bridge discrepancies between supervisees and supervisors lived experiences (Abrams & Moio, 2009;Ashley & Paez, 2015;Schiele, 2007). In managing this gap, there is a need for both clinical supervisors and student clinicians to examine the intersectionalities of race, class, gender, sexual orientation, and power and privilege that exist within and outside of supervision (Hair, 2015).…”

Section: Introductionmentioning

confidence: 99%

Culturally Affirming Clinical Supervision in Graduate Field Education: Enhancing Transformative Dialogue in the Supervisory Dyad

Ashley¹,

Lipscomb²

2018

IRHE

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This article is aimed at raising critical consciousness, accountability and empowerment in the supervisory relationship in graduate field education. As more clinicians with intersecting identities navigate rigorous Master's degree programs, there is a growing need for field instructors to utilize cultural humility in their supervision approach and style. In addition, burgeoning clinicians need to be affirmed, empowered and aware of the intra/inter-cultural dynamics inherent in the supervision process, giving specific attention to power and privilege. In order to navigate culturally relevant supervision for new therapists with a level of humility, field instructors and supervisors face a tall order; it is essential they address cultural differences, validate cultural identities and experiences, and explore power, privilege and intersectionality in the supervisory space while concurrently supporting clinical growth. These difficult dialogues require specific skills, self-awareness and vulnerability on the part of the supervisor. As supervisors attempt to initiate this transformative process, it is important to consider similarities and differences in how supervisors and supervisees experience efforts to engage in difficult dialogues. The authors utilized an anonymous online survey to explore the experiences of supervision among supervised clinicians (n=51) and supervisors (n=39). Qualitative data reflect beneficial supervision regarding clinical content, with a consistent lack of discussion and recognition of power and privilege dynamics; lack of affirmations regarding cultural identities; and superficial exploration of cultural nuances in the supervisor dyad. Findings suggest supervisees need authentic, validating, process oriented exchanges in clinical supervision, especially in field internships where they are learning how to manage clients, their own lived experiences and authenticity in supervision. Recommendations for initiating transformative supervisory practices are included.

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“…2 Moreover, as Schiele emphasizes, diffusing the concept of diversity inadvertently leads to an "equality of oppression," and may lead students to ignore racial differences. 3 In light of recent national discussions and tensions about race, I would caution the adoption of LDR principles in the curriculum without the foundational aspects of the AAE and MID models. Williams emphasizes this by advocating for "integrating these frameworks in ways that complement each other and achieve the institution's diversity goals."…”

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confidence: 99%

“…5 The beauty of this anti-oppression theory lies in its ability to transcend and influence the individual, the institution and other levels of the system because of its overt critique of dogmas and institutionalized structures regarding race that have remained unexamined for decades. 3,5 With respect to student pharmacists specifically, addressing CRT in diversity curriculum offers students the opportunity to recognize the causes and consequences of racism and articulate unjust practices against racially diverse people.…”

mentioning

confidence: 99%

Critical Race Theory for Pharmacy Diversity Curriculum

Rockich‐Winston

2018

American Journal of Pharmaceutical Education

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Implications of the Equality-of-Oppressions Paradigm for Curriculum Content on People of Color

Cited by 54 publications

References 36 publications

Equality-of-oppressions and anti-discriminatory models in social work: reflections from the USA and UK

Equality-of-oppressions and anti-discriminatory models in social work: reflections from the USA and UK

Culturally Affirming Clinical Supervision in Graduate Field Education: Enhancing Transformative Dialogue in the Supervisory Dyad

Critical Race Theory for Pharmacy Diversity Curriculum

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