White Noise: A Critical Evaluation of Social Work Education's Engagement with Whiteness Studies

Jeyasingham, Dharman

doi:10.1093/bjsw/bcr110

Cited by 63 publications

(30 citation statements)

References 15 publications

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“…That School 3 in our study did not make its syllabi available suggests its curriculum might not be inclusive of content on Whiteness. In this way, our finding contributes to a growing body of literature (Abrams & Gibson, 2007;Hollinrake et al, 2019;Jeyasingham, 2011;Nylund, 2006;Razack & Jeffery, 2002;Yee & Dumbrill, 2016) that explores the need for better integration of critical Whiteness studies across the social work curriculum, for graduation of reflexive practitioners able to effectively meet professional practice demands of a diverse client population.…”

Section: Recommendations For Transforming Pedagogical Practicesmentioning

confidence: 52%

“…The importance of learning about racism and Whiteness has been demonstrated in the social work literature (Abrams & Gibson, 2007;Hollinrake, Hunt, Dix, & Wagner, 2019;Jeyasingham, 2011;Razack & Jeffery, 2002). In -White Dialectics,‖ American scholars Todd and Abrams (2011) point out that a principal approach to the scholarship of multicultural research, teaching, and learning has been to focus on the conditions of oppressed non-White racial groups to the exclusion of those of the dominant White racial group.…”

Section: Students' Response To Learning About Racism and Not Whitenessmentioning

confidence: 98%

“…Although one would expect that a serious analysis of the dominant system would entail a critical examination of White power, this is not always the case (Dyer, 1997;Lorde, 1984). In social work classrooms, for instance, discussions about racial inequity commonly signify a focus on non-White people (Jeyasingham, 2011).…”

Section: Pedagogical Implications Of Whiteness For Social Work Educatmentioning

confidence: 99%

See 2 more Smart Citations

What’s All the Fuss about Social Work Syllabi? Action Speaks Louder Than Words in Addressing the Silence of Whiteness in Social Work Curriculum: A Game Theory Perspective

Giwa¹,

Mihalicz²

2019

JSSW

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A cursory review of the mission statements of progressive Canadian schools of social work reveals that most have a commitment to anti-oppressive education. That is a commitment to social justice and the amelioration of multiple forms of oppression using a broad range of praxis-oriented approaches. In practice, questions remain regarding these schools' commitment to transformative education. To what extent do the pedagogical promises of a-progressive‖ education match the actions of education administrators? Can a school or curriculum be progressive if devoid of a critical analysis of the operation of Whiteness at the root of social injustice? The first author's experience teaching an elective undergraduate course and the curriculum tension experienced by students over the lack of content on Whiteness in their core courses are examined. We analyze two different events experienced by them using solution concepts drawn from game theory, to answer the question: Is the non-disclosure of course syllabi evidence that a school has something to hide? Action-oriented efforts-and difficulties encountered-in raising consciousness about the students' need for curriculum change to address this issue are discussed. Pedagogical implications and recommendations are included for transformative practice that might support the integration of content on Whiteness in mandated social work courses.

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Section: Recommendations For Transforming Pedagogical Practicesmentioning

confidence: 52%

Section: Students' Response To Learning About Racism and Not Whitenessmentioning

confidence: 98%

Section: Pedagogical Implications Of Whiteness For Social Work Educatmentioning

confidence: 99%

See 1 more Smart Citation

What’s All the Fuss about Social Work Syllabi? Action Speaks Louder Than Words in Addressing the Silence of Whiteness in Social Work Curriculum: A Game Theory Perspective

Giwa¹,

Mihalicz²

2019

JSSW

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“…36 In this way, Milazzo connects privilege to 'some intrinsic aspect of whiteness rather than to the social systems that sustain it'. 37 Milazzo's individualised understanding of the processes which generate white privilege is not supported within the field of critical whiteness studies, in which whiteness is defined as unmarked and unnamed structures which maintain White cultural dominance. 38 White privilege accrues to those who, irrespective of skin colour, 'willingly or unwillingly, knowingly or unknowingly' benefit from these racialised social structures.…”

Section: White Privilegementioning

confidence: 99%

Resolving the Tensions Between White People's Active Investment in Racial Inequality and White Ignorance: A Response to Marzia Milazzo

Moore

2018

J Applied Philosophy

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This article responds to Marzia Milazzo's article ‘On white ignorance, white shame, and other pitfalls in critical philosophy of race’ (2017), in which Milazzo argues that the concepts white shame, white guilt, white privilege, white habits, white invisibility and white ignorance are pitfalls in the process of decolonisation. Milazzo contends that the way these concepts are theorised in much critical philosophy of race minimises white people's active interest in reproducing the racial status quo. While I agree with Milazzo's critique of white shame and white guilt, I argue that these affective responses are fundamentally different to the remaining concepts. Drawing on critical whiteness studies and agnotology, I argue that white privilege, white invisibility and white ignorance are valuable conceptual tools for revealing (as opposed to minimising) white people's active investment in maintaining racial inequality. Whereas Milazzo sees a contradiction between white people's active interest in maintaining racial inequality and concepts like white invisibility and white ignorance, I argue that, correctly theorised, these concepts resolve this apparent contradiction. I contest Milazzo's call to reject white privilege, white invisibility and white ignorance, arguing that these concepts are useful tools in the project of decolonisation.

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“…(In this globalizing world, many people are transnational or have transnational forebears: Kasinitz et al, 2008). Analysis of the relevance of Whiteness Studies for social work education (Jeyasingham, 2012a;2012b) disrupts hegemonic ideologies about identities, assisting in moving students towards critically engaged transnational praxes.…”

mentioning

confidence: 99%

Transnationalism and social work education

Cox

2015

Transnational Social Review

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White Noise: A Critical Evaluation of Social Work Education's Engagement with Whiteness Studies

Cited by 63 publications

References 15 publications

What’s All the Fuss about Social Work Syllabi? Action Speaks Louder Than Words in Addressing the Silence of Whiteness in Social Work Curriculum: A Game Theory Perspective

What’s All the Fuss about Social Work Syllabi? Action Speaks Louder Than Words in Addressing the Silence of Whiteness in Social Work Curriculum: A Game Theory Perspective

Resolving the Tensions Between White People's Active Investment in Racial Inequality and White Ignorance: A Response to Marzia Milazzo

Transnationalism and social work education

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