Wringing out the "whitewash". Confronting the hegemonic epistemologies of social work canons (disrupting the reproduction of white normative).

Autor/inn/en	Ortega-Williams, Anna; McLane-Davison, Denise
Titel	Wringing out the "whitewash". Confronting the hegemonic epistemologies of social work canons (disrupting the reproduction of white normative).
Quelle	In: Advances in social work, 21 (2021) 2-3, S. 566-587 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	10.18060/24475
Schlagwörter	Forschung; Bewältigung; Selbstreflexion; Hegemonie; Rassismus; Ausbildung; Sozialarbeiter; Soziale Arbeit; Praxis; Prävention; Institution; Ethnische Minderheit; Schwarzer; Weißer
Abstract	In the 21st Century context of violent racial divides, dismantling racism in social work education requires deep trust that social transformation and healing is possible. "Wringing out the whitewash" metaphorically captures the heavy labor of interrupting the rigid Eurocentric epistemological hegemony undergirding the pedagogy, research, and praxis canons of social work. It requires rigorous attempts to unsettle and decenter entrenched white supremacist ideology, assumptions, and values. In this labor, we create space for the multiple identities and worldviews that students and professors occupy to reshape educational encounters. In this paper, we present our critical pedagogical approaches as Black social work educators committed to liberation and healing. We articulate how our positionalities as Black cisgender women at urban universities, one a Northeastern Historically Black College and University (HBCU) and another at a Northeastern public university, facilitate our intentions to honor truth-telling and intergenerational interdependence. We present differences and similarities in how we use assignments to disrupt the institutional reproduction of racism, provide solace for repair and healing, and re-center collective identity as strength. We present transdisciplinary frameworks shaping our pedagogical choices, namely historical trauma and urban womanist social work pedagogy. Implications for the future of social work education will be discussed.
Erfasst von	Deutsches Zentralinstitut für soziale Fragen, Berlin
Update	2022/3