Teaching Social Work and Social Policy in the Era of Hyperpartisanship

Early Adolescent Critical Consciousness Development in the Age of Trump

“…Each site had an adult facilitator in addition to the adult members of the research team who served as participant observers for this study. The facilitators and several members of the research team were social work students who engaged in regular self-reflexivity around issues of power, privilege, and oppression consistent with the social work Code of Ethics (National Association of Social Workers, 2017; see also Greenfield, Atteberry Ash, & Plassmeyer, 2018). While all adult facilitators and eight of our research team members identify as White, one research team member identifies as African and one as Latino.…”

Unsettling reflexivity and critical race pedagogy in social work education: narratives from social work students

“…This was consistent with research that suggests cultivating an antiracist and anti-oppressive praxis requires the integration of project-based learning, critical reflection, peer conversations grappling with positionality and white supremacy, and resistance strategies inside and outside of the classroom (Hamilton-Mason & Schneider, 2018;Lay & McGuire, 2010;McGuire & Lay, 2020;Nicotera, 2019). In order to cultivate a praxis of critical reflection and critical action (Freire, 1970) that transcends the borders of the classroom setting, it is essential to intentionally co-create brave spaces where students can have the courage, support, and accountability to be in dialogue and be challenged, particularly in regards to understanding power, privilege, and oppression (Arao & Clemens, 2013;Greenfield et al, 2018;Karki, 2016). Across our narratives, these elements were embodied and visible in the ways we engaged in controversy with civility instead of agreeing to disagree, owning our intentions and impact rather than not taking things personally, advocating for clarifying conversations, and interrogating our individual personal assumptions on respect and what keeps from challenging ourselves to disrupt group norms that refrain students from engaging honestly and critically in controversial issues (Arao & Clemens, 2013).…”

Preparing Social Workers to Confront Social Injustice and Oppression: Evaluating the Role of Social Work Education

“…Due to the increase in bias-related incidents, social work practitioners and educators may be "called on more than ever to speak out against policies and political rhetoric that threaten the lives and well-being of vulnerable and historically oppressed people" (Greenfield, Atteberry Ash, & Plassmeyer, 2018, p. 427). However, these conversations may risk being avoided due to concerns that social justice, inclusion, and equity may be partisan (Greenfield et al, 2018). For example, social work faculty may experience institutional pressure to maintain neutrality and avoid taking stands on political issues for fear of not appearing objective or impartial (Greenfield et al, 2018).…”

“…However, these conversations may risk being avoided due to concerns that social justice, inclusion, and equity may be partisan (Greenfield et al, 2018). For example, social work faculty may experience institutional pressure to maintain neutrality and avoid taking stands on political issues for fear of not appearing objective or impartial (Greenfield et al, 2018). However, according to the National Association of Social Workers' (NASW) Standards and Indicators for Cultural Competence in Social Work Practice (NASW, 2015), social workers are called to be change agents and challenge structural and institutional oppression to build inclusive communities and organizations.…”