The Revival of Anti-Racism

Abstract

The declining prominence of anti-racist practice in social work education is a cause for concern in a profession premised upon pursuing social justice and serving humanity. This need calls for a revival of anti-racism education within the curriculum of social work education. This paper begins with an exploration of anti-racism discourse and guiding theory and examines the shift from anti-racism to anti-oppressive practice (AOP) in social work education and associated critiques and implications. Challenges to pursuing anti-racism education are identified as it pertains to implementing anti-racism education standards, and the teaching and learning of anti-racism from the perspectives of both educators and students. Finally, recommendations for policy revision and opportunities to engage faculty and students in anti-racism practice in social work education programs are proposed. Though predominately focused on the Canadian context, this exploration holds relevant and critical implications for the wider global context.

The Cost of Being Black in Social Work Practicum

“…To reduce and protect Black students from the many challenges highlighted in this article, social workers and the profession must move towards increasing anti-racist practices (Ladhani & Sitter, 2020). It is no longer enough not to be racist; social workers must commit to making unbiased choices and being anti-racist in all aspects of their lives.…”

“…Based on the results of the training, it was recommended that there be increased anti-racism training and support for faculty practicum advisors and supervisors. Ladhani and Sitter (2020) conducted a literature review and proposed that an anti-racism approach in social work education is not enough if it does not include assessing the institutional culture, policy, and standards. They argue that addressing institutional racism in social work classrooms through anti-racism education can attend to the reality of marginalized people's oppression.…”

Interracial Team Teaching in Social Work Education

“…Specifically, Competency 2, set forth by CSWE, requires that social workers understand systemic oppression and socio-political structures of power and privilege that serve to marginalize and discriminate some while empowering others (CSWE, 2015). Given this CSWE mandate and the rise of publicized racist acts against BIPOC, Ladhani and Sitter (2020) recognize that it is vital for social work education to shift from an appreciation of cultural diversity and move toward reviving anti-racism within its curriculum. Social work recognizes the significance of both the implicit and explicit curriculum (CSWE, 2015).…”

“…Further suggesting that once racism is brought to light and recognized as constructed, it can also be viewed as a system that can be deconstructed and dismantled (Santas, 2000). Consequently, omitting anti-racism as a term within the social work curriculum holds implications for how social workers understand and engage (or not) with the construct of racism in the absence of its opposite (Ladhani & Sitter, 2020). As a profession that values social justice, social work educators cannot remain politically neutral when addressing systemic racism (Kelly & Brandes, 2010).…”

Immigrants’ Experiences on Integration While Attempting to Access the Labour Market: Implications for Social Work Practice

“…Advocating for oppressed groups' rights and opportunities is central for social work practitioners (Danso 2009;Payne 2006). Ladhani and Sitter (2020) claim that anti-oppressive social work has reduced the importance of anti-racism in social work education as well as in practice. Payne (2006) suggests that anti-racism is part of anti-oppressive practice.…”