Decentering whiteness in social work curriculum. An autoethnographic reflection on a racial justice practice course.

Autor/inn/en	Odera, Stephanie; Wagaman, M. Alex; Staton, Ashley
Titel	Decentering whiteness in social work curriculum. An autoethnographic reflection on a racial justice practice course.
Quelle	In: Advances in social work, 21 (2021) 2-3, S. 801-820 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3); PDF als Volltext kostenfreie Datei (4) Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2331-4125
DOI	10.18060/24151
Schlagwörter	Bewusstsein; Selbstreflexion; Wahrnehmung; Bewusstsein; Strategie; Student; Wahrnehmung; Prävention; Rassismus; Selbstreflexion; Dozent; Kurs; Vielfalt; Rassismus; Dozent; Kurs; Soziale Arbeit; Prävention; Strategie; Vielfalt; Student; Weißer
Abstract	The social work profession has historically been dominated by the presence and perspectives of whiteness. The centering of whiteness in social work education is reflected in course offerings, course content, assignment construction, and inherent racializedassumptions about who clients and social workers will be in practice spaces. Critical race theory (CRT) and liberation theory provide a framework for considering how to make visible the ways in which white supremacy is embedded in social work education, and to identify strategies for disrupting its presence by decentering whiteness. The purpose of this project is to foster critical thought about ways to dismantle racism and white supremacy in social work educational spaces. Using the reflexive methodology of collaborative autoethnography, the four authors - two course instructors and two students - with varying racial identities and positionalities, reflected on the experiences of coming to, being in, and transitioning out of the course. Areas of convergence and divergence in the autoethnographic reflections revealed strategies such as embracing vulnerability, promoting authentic relationships, and normalizing emotional as well as cognitive engagement for decentering whiteness in social work education. Implications and recommendations for social work educators and students committed to engaging in anti-racist practice are also discussed.
Erfasst von	Deutsches Zentralinstitut für soziale Fragen, Berlin
Update	2022/3