Think Creatively and Act Decisively: Creating an Antiracist Alliance of Social Workers

Blitz, Lisa V.; Greene, Mary Pender; Bernabei, Sandra; Shah, Vatsal P.

doi:10.1093/sw/swu031

Cited by 5 publications

(3 citation statements)

References 7 publications

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“…Thus, such literature could not be evaluated. This finding is remarkable, given the emphasis placed on antiracism education in social work (Blitz et al, 2014;Kivel, 2006, as cited in Deepak & Garcia Biggs, 2011Miller & Garran, 2017;O'Neill & Miller, 2015;Werkmeister Rozas & Miller, 2009). A possible explanation is current EPAS standards (CSWE, 2008(CSWE, , 2015 do not explicitly specify antiracism as a competency to be taught, learned, or assessed.…”

Section: Discussionmentioning

confidence: 99%

Assessing Antiracism as a Learning Outcome in Social Work Education

Copeland

Ross

2021

ASW

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The current political climate and reversals of gains made during the Civil Rights Movement underscore the urgent need for preparing emerging social workers to effectively address white supremacy in social work practice. Antiracism education in social work aims to ensure competent antiracist social work practice towards the goal of eradicating white supremacy in all its forms. Given the widening racial disparities evident in income, health and educational outcomes, it is essential to examine the degree to which social work education adequately prepares emerging social work practitioners to engage in antiracist social work practice. This paper presents findings of a systematic review of social work research assessing antiracism as a learning outcome. After reviewing more than 150 studies published between 2008 and 2018, none of them focused on assessing antiracism as a learning outcome. Our review demonstrates that despite the importance of antiracist social work practice, published research on assessment of antiracism as a learning outcome is sparse and is not antiracism-focused as much as it is antiracism-inclusive. More attention to identifying and disseminating best practices for assessing student competence in antiracism practice is required to defeat white supremacy.

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Section: Discussionmentioning

confidence: 99%

Assessing Antiracism as a Learning Outcome in Social Work Education

Copeland

Ross

2021

ASW

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“…Several interventions and programs exist to help white people process their whiteness. Combs and Perron (2020) have developed a 12-step model of recovery from white conditioning and encourage white individuals to embrace their responsibility to undo the systems of privilege they benefit from, while others have formed antiracist alliances (Blitz et al, 2014). Some scholars recommend the acknowledgement and identification of bias in order to appreciate social justice in social work (Rogerson et al, 2021); however, these individual actions are not enough.…”

Section: Implications For Social Workmentioning

confidence: 99%

#SocialWorkSoWhite

BlackDeer

Ocampo²

2022

ASW

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To date, social work continues to be a predominantly white-dominated profession; this is true across all levels of the profession’s current and aspiring membership, including students, practitioners, and faculty members. This racial composition is remnant of our profession’s history of upholding white supremacy and legacy of white saviorism. Not surprisingly, foundational teachings of social work center and champion white women (e.g., Jane Addams) while neglecting the important contributions of Black and Brown social workers to the profession. The harm done by continuing and upholding these practices extends to all spheres that social work education touches, directly or indirectly. While the National Association of Social Workers Code of Ethics would lead one to think of social work as a noble profession, the reality demonstrates that we continually fall short of that reputation. Social work education is guilty of exploiting vulnerable and marginalized communities for the benefit of the profession under the guise of promoting social justice. For example, field placement, a cornerstone of social work education, continues to send mainly white students into communities of color for the purposes of learning, often treating the community as guinea pigs in the pursuit of white knowledge through experiential learning. Although in the long run, field placements can have some benefits for communities, we need to be more critical about the practices we engage in and the ways in which they fail to advance social justice and reinforce the status quo. We are at a pivotal moment in our profession as we reckon with the dissonance between our preaching and practice. The purpose of this paper is to highlight the many ways in which social work education haphazardly 1) perpetuates colonialism and upholds white supremacy, 2) harms marginalized communities, and 3) fails to model our code of ethics. We make a call for serious introspection within the field of social work: to evaluate the power dynamics at play, reckon with our past, and plan for a profession that strengthens and lives up to its commitment to social justice. We conclude with recommendations for transformative change within the social work profession.

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“…A harmonious family atmosphere will inevitably promote a positive family upbringing environment, and on the contrary, the family atmosphere full of conflicts and disputes will lead to a relatively negative family upbringing environment.The family atmosphere related to upbringing includes the quality of the marriage, the communication and consultation between family members, the value orientation of family members, etc. [6] Macalenko wrote on his Children's Education, " Don't think that you are educating your child only when you talk to him, or teach him, or guide him.At every moment in your family life, even when you are not at home, you educate your children.Parents' requirements for themselves, parents' respect for their own family members--this is the primary and the main method of education!" Hence, the husband loves his wife, and wife care her husband, the warmth atmosphere and culture of the family are bound to influenced their children by what they constantly sees and hears.This intimate type of marital relationship, It will have good effects on their families, especially on their children.…”

Section: Family Culturementioning

confidence: 99%

A Homed-based PLC for Improving Parents’ Leadership Under the “Double Reduction” in China

Mo²,

Duan

2021

L-E

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Recently,china government conducts a new education reform policy-Double Reduction policy, including the reduce the student homework burden and shadow education burden,which draw the heated discussion to the family education. Though recently researchers began to discuss the relationship between parent leadership and children study performance, they mainly considered the leadership as antecedents of parent involvement, while few considered parenting mode. This paper aims to find out a home-based PLC mode for impoving mutil-parents leadership under this policy.

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Think Creatively and Act Decisively: Creating an Antiracist Alliance of Social Workers

Cited by 5 publications

References 7 publications

Assessing Antiracism as a Learning Outcome in Social Work Education

Assessing Antiracism as a Learning Outcome in Social Work Education

#SocialWorkSoWhite

A Homed-based PLC for Improving Parents’ Leadership Under the “Double Reduction” in China

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