Interracial team teaching in social work education. A pedagogical approach to dismantling white supremacy.

Autor/in	Curiel, Luis O.
Titel	Interracial team teaching in social work education. A pedagogical approach to dismantling white supremacy.
Quelle	In: Advances in social work, 21 (2021) 2-3, S. 730-749 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	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2331-4125
DOI	10.18060/24176
Schlagwörter	Identität; Selbstreflexion; Identität; Modell; System; Unterricht; Prävention; Rassismus; USA; Ausbilder; Selbstreflexion; Heterogenität; Teamteaching; Unterricht; Rassismus; Soziale Arbeit; Heterogenität; Modell; Prävention; System; Ausbilder; Schwarzer; Weißer; USA
Abstract	This article aims to explore anti-racist social work education through interracial team teaching, where one instructor is White, and the other is Black, Indigenous, or aPerson of Color (BIPOC). This pedagogical approach is presented as an emerging conceptual model to consider in anti-racist social work education. As an anti-racist approach to teaching, this model aims to engage students and faculty in a more active and accountable role in dismantling systemic racism and White supremacy through social work education. A close examination of published articles on interracial team teaching revealed an absence of theoretical frameworks to guide this teaching method. Critical Race Theory (CRT) emerged as a compatible theoretical framework for teaching anti-racism within an interracial team-taught model. Five CRT tenets from Sólorzano et al. (2005) align withprevious studies to support this emerging pedagogical approach as a viable option. Findings suggest that anti-racist education requires explicitly naming terms like White supremacy, racism, and colonization within the social work curriculum. Interracial team teaching necessitates shared power and authority between instructors and calls for White educators to examine their White identity and resist performing allyship. Academic institution hiring practices need a greater representation of BIPOC faculty to reduce overburdening faculty of color.
Erfasst von	Deutsches Zentralinstitut für soziale Fragen, Berlin
Update	2022/3