Making Sense of the Waves: Wipeout or Still Riding High?

Gray, Mel; Boddy, Jennifer

doi:10.1177/0886109910384069

Cited by 22 publications

(17 citation statements)

References 59 publications

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“…Although some authors have suggested that feminisms' influence on social work practice, teaching, and research has been "almost breathtaking" (Shaw, 1999, p. 114), others have commented that social work lacks an appreciation for the complexities of feminisms and have called for a deeper engagement with feminist theories (Orme, 2003;Sands & Nuccio, 1992). Despite having related with all three feminist waves to different degrees (Gray & Boddy, 2010), some suggest that liberal, radical, and postmodern feminisms (Freeman, 1990;Kemp & Brandwein, 2010;Nes & Iadicola, 1989) characterizing feminism's second wave have had a greater influence on social work theory and discourse than has third-wave feminist discourses of cultural studies, postfeminism, and postcolonial feminist theory (see Baines, 1997;Barnoff & Moffatt, 2007;Orme, 2003;Sands & Nuccio, 1992).…”

Section: Theory In Feminist Social Work Researchmentioning

confidence: 97%

“…Researchers who have recently explored in a broad manner the relationship between theory and feminist practice/research (Gray & Boddy, 2010;Gringeri, Wahab, & Anderson-Nathe, 2010;Kemp & Brandwein, 2010;Orme, 2003) agree that some of the current theoretical (and practical) tensions among feminisms revolve around essentializing claims about oppression within critical theories and postmodern and poststructuralist rejection of grand narratives and theories, as well as binaries.…”

Section: Theory In Feminist Social Work Researchmentioning

confidence: 97%

“…Recent publications on the history of feminisms and social work in the United States (Kemp & Brandwein, 2010) and the successive waves of feminisms (Gray & Boddy, 2010) highlight key historical moments and social changes that have informed both the development of feminisms and the role of feminisms in practice and research. Researchers who have recently explored in a broad manner the relationship between theory and feminist practice/research (Gray & Boddy, 2010;Gringeri, Wahab, & Anderson-Nathe, 2010;Kemp & Brandwein, 2010;Orme, 2003) agree that some of the current theoretical (and practical) tensions among feminisms revolve around essentializing claims about oppression within critical theories and postmodern and poststructuralist rejection of grand narratives and theories, as well as binaries.…”

Section: Theory In Feminist Social Work Researchmentioning

confidence: 99%

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Nurturing “Critical Hope” in Teaching Feminist Social Work Research

Anderson-Nathe¹,

Gringeri²,

Wahab³

2013

Journal of Social Work Education

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Despite the congruence between critical feminist values and the cardinal values of the social work profession, feminist research in social work has lagged behind its fetninist cousins in the social sciences, particularly in terms of critical uses of theory, reflexivity, and the troubling of binaries. This article presents as praxis our reflections as researchers, teachers, and feminists inside social work. We draw from a review of feminist social work research and offer suggestions for teaching ctitical feminist approaches in social work research. Incorporating critical feminist values and research practices into social work research courses creates the potential for greater integration of research, practice, and the principal values of our profession.As feminist social work academics, we argue that praxis is the critical contribution that social work as a discipline can bring to scholarly conversations around feminist research (Wahab, Anderson-Nathe, & Cringeri, 2012). Here we extend our previous work, offering as praxis our reflections on what we have learned about and from feminist social work research and its meaning for our work as educators, researchers, and feminists. Our interpretations throughout this project have doubtless been informed and influenced by our positionalities. We are two women and one man; two of us identify as queer and one as straight; two are White and one is mixedrace. We all identify as able-bodied and middle-class. These and other identities have led us to diverse experiences in conducting and teaching feminist research within university courses and to various-sometimes complicated-relationships with feminisms and social work. Our projects started because of our shared sense that social work as a whole is not critical enough in its praxis and that social work research and social work feminist research frequently reproduce practices and narratives associated with Whiteness, middle class, and benevolent work.In this article, we examine the strengths in feminist social work research, describe strategies researchers may consider to deepen their engagement with the processes of feminist research, and offer suggestions for the teaching of critical feminist approaches in social work education. We argue that the incorporation of feminist approaches in research courses at the doctoral level can provide social work scholars with effective tools to develop knowledge for the purposes

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Section: Theory In Feminist Social Work Researchmentioning

confidence: 97%

Section: Theory In Feminist Social Work Researchmentioning

confidence: 97%

Section: Theory In Feminist Social Work Researchmentioning

confidence: 99%

See 1 more Smart Citation

Nurturing “Critical Hope” in Teaching Feminist Social Work Research

Anderson-Nathe¹,

Gringeri²,

Wahab³

2013

Journal of Social Work Education

View full text Add to dashboard Cite

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“…Participants then read true information about gender-based dif- N = 137), the effect of self-respect on normative collective action is not significant (β = .17, p = .053; r bivariat = .16, p = .054; see Appendix S2 ), suggesting that the psychological processes underlying collective action towards gender equality might indeed be different for hetero-and homosexual women. One difference might lie in differing priorities on redistribution versus social recognition (e.g., Gray & Boddy, 2010), which could be explored in future research that should also try to use larger subsamples of homosexual participants in order to test for statistical moderation.…”

Section: Inequality Scenariomentioning

confidence: 99%

Internalized equality and protest against injustice: The role of disadvantaged group members’ self‐respect in collective action tendencies

Renger

Teichgräber

Renger

2019

Euro J Social Psych

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Recent research shows that self‐respect (defined as seeing yourself as a person with equal rights) predicts assertive but not aggressive responses to injustice in interpersonal contexts. The present research focuses on the antecedents of self‐respect and its consequences for collective action tendencies among members of disadvantaged groups. Across three studies (N = 227, N = 454, N = 131) using different contexts and samples (discrimination of Muslims in Germany; women regarding gender inequality), experiences with equality‐based respect (defined as being treated as someone of equal worth) predicted self‐respect. Moreover, across all three studies, self‐respect predicted intentions for cooperative or normative but not support for hostile or non‐normative protest. The results demonstrate the potential of self‐respect for facilitating collective action in the face of injustice while still enabling positive intergroup relations.

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“…Feminist theory, the strengths perspective, ecosystems theory, and social groupwork theory informed the study. Feminism's critical perspective highlighted the way in which women's experiences were shaped by structural, historical, and contextual conditions in their lives (Gray & Boddy, 2010). The researcher recognised that structural barriers would affect the women in the study -who were all from low socioeconomic backgrounds -by impeding personal development and social progression.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Mentoring in social work: key findings from a women's community-based mentoring program

Boddy¹,

Agllias²,

Gray³

2012

Journal of Social Work Practice

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Based on a social intervention research study into mentoring with women from socioeconomically disadvantaged communities, this paper considers some of the key differences between traditional workplace and community-based mentoring when used as a social work intervention. The study involved eighteen women who participated in a preparation-for-mentoring groupwork program for twelve months. Eleven of these participants were then matched with a mentor and supported in this relationship for a further 12 months. Qualitative analysis points to three key factors likely to enhance the success of community-based mentoring relationships: (i) relational qualities, such as trust, engagement, and authenticity, (ii) mentees' readiness for change and ability to overcome adversity, and (iii) mentors' practical assistance with tasks and overcoming obstacles. Social workers implementing a community-based mentoring program need to be mindful of the importance of these factors in order to ensure that mentees are supported to engage effectively in any mentoring relationship and overcome structural, community, and familial barriers that may adversely affect them.

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Making Sense of the Waves: Wipeout or Still Riding High?

Cited by 22 publications

References 59 publications

Nurturing “Critical Hope” in Teaching Feminist Social Work Research

Nurturing “Critical Hope” in Teaching Feminist Social Work Research

Internalized equality and protest against injustice: The role of disadvantaged group members’ self‐respect in collective action tendencies

Mentoring in social work: key findings from a women's community-based mentoring program

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