Confronting historical white supremacy in social work education and practice. A way forward.

Autor/in	Del-Villar, Zoila
Titel	Confronting historical white supremacy in social work education and practice. A way forward.
Quelle	In: Advances in social work, 21 (2021) 2-3, S. 536-653 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2331-4125
DOI	10.18060/24168
Schlagwörter	Pädagogik; Gesellschaft; Selbstreflexion; Vergangenheitsbewältigung; Macht; Rassismus; Soziale Gerechtigkeit; Ausbildung; Soziale Arbeit; Kritik; Struktur; Ethnische Minderheit; Schwarzer; Weißer; USA
Abstract	Oftentimes, social work education is in denial of its seductive and pervasive relationship with White Supremacy, as if it is exempt in power relations rooted in racial formation. The present paper investigates the historical legacy of racial formation within the United States context and its inception in the field of social work. This paper provides comprehensive definitions of the key terms used in teaching social work practice from an anti-racist social justice lens. Whiteness theory is used to highlight the way social work has perpetuated White Supremacy in the evolution of the profession and Black feminist standpoint is used to examine the experiences of non-White women as they interface with racist and oppressive social systems. I advocate for the use of a social justice pedagogy in social work education to help students think critically and reflectively about their future practice to better understand the oppressive power structures in many of today's agencies, organizations, and institutions.
Erfasst von	Deutsches Zentralinstitut für soziale Fragen, Berlin
Update	2022/3