Relevant bibliographies by topics / Anti-oppressive practice

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Academic literature on the topic 'Anti-oppressive practice'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Anti-oppressive practice"

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Hopton, John. "Anti-discriminatory practice and anti-oppressive practice." Critical Social Policy 17, no. 52 (August 1997): 47–61. http://dx.doi.org/10.1177/026101839701705203.

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Preston-Shoot, Michael. "Assessing anti-oppressive practice." Social Work Education 14, no. 2 (January 1995): 11–29. http://dx.doi.org/10.1080/02615479511220101.

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Jukes, Mark. "Anti-oppressive practice Jane Dalrymple Anti-oppressive practiceandBeverleyBurke Open University PressSecond£24.9936097803352180110335218016." Learning Disability Practice 11, no. 3 (April 2008): 39. http://dx.doi.org/10.7748/ldp.11.3.39.s20.

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Wilson, A. "'Anti-oppressive practice': emancipation or appropriation?" British Journal of Social Work 30, no. 5 (October 1, 2000): 553–73. http://dx.doi.org/10.1093/bjsw/30.5.553.

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Larson, Grant. "Anti-oppressive Practice in Mental Health." Journal of Progressive Human Services 19, no. 1 (June 12, 2008): 39–54. http://dx.doi.org/10.1080/10428230802070223.

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Cree, Viviene E. "Anti-Oppressive Social Work Theory and Practice." Child & Family Social Work 8, no. 2 (April 10, 2003): 152–53. http://dx.doi.org/10.1046/j.1365-2206.2003.02782.x.

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Baines, Sue. "Music therapy as an Anti-Oppressive Practice." Arts in Psychotherapy 40, no. 1 (February 2013): 1–5. http://dx.doi.org/10.1016/j.aip.2012.09.003.

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Burns, Joe. "Prospera Tedam, Anti oppressive social work practice." Qualitative Social Work 20, no. 3 (May 2021): 886–87. http://dx.doi.org/10.1177/14733250211012896.

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Amadasun, Solomon, and Tracy Beauty Evbayiro Omorogiuwa. "Applying anti-oppressive approach to social work practice in Africa: reflections of Nigerian BSW students." Journal of Humanities and Applied Social Sciences 2, no. 3 (May 4, 2020): 197–213. http://dx.doi.org/10.1108/jhass-12-2019-0082.

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Purpose As the next generation of social workers in a continent bedecked by oppressive customs, it is cardinal that the voices of social work students be heard. This study aims to share the reflections of Nigerian BSW students about anti-oppressive approach to professional practice. Design/methodology/approach Drawing on a qualitative approach, semi-structured interviews were conducted among fourth-year social work students at one of the elite universities in the southern region of Nigeria. Findings Results reveal that, although willing to challenge oppressive practices, social work students are ill-equipped to apply anti-oppressive approach to social work practice in Nigeria. Research limitations/implications This study makes an important contribution to the field and to the existing literature because the findings have broader implications for social work education in Nigeria. Practical implications In enforcing the suggestions of this study, it is expected that social work education will become able to produce competently trained students who are only knowledgeable about anti-oppressive social work but are equally prepared to address Nigeria’s myriad oppressive practices that have long undermined the nation’s quest for social development. Social implications The application of the anti-oppressive approach to social work practice is integral to ridding society of all forms of overt social injustice and other forms of latent oppressive policies. Originality/value Suggestions are offered to Nigerian social work educators toward ensuring that students are not only well equipped in the understanding of anti-oppressive social work but also ready to apply this model to professional social work practice following their graduation.
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Thomas, Robina, and Jacquie Green. "A way of life: Indigenous perspectives on anti oppressive living." First Peoples Child & Family Review 3, no. 1 (May 21, 2020): 91–104. http://dx.doi.org/10.7202/1069529ar.

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The focus of this article is on the key elements of anti oppressive practices as examined by two Indigenous women who practice and teach anti-oppressive ways. Anti oppressive living is characterized as a “Way of Life” that values the sacred and traditional teachings of various Indigenous cultures. The medicine wheel is discussed and highlighted as an effective teaching tool to examine antioppressive ways of living, practicing and perspectives.
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Dissertations / Theses on the topic "Anti-oppressive practice"

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Dedotsi, Sofia. "Social work education and anti-oppressive practice in Greece." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/social-work-education-and-antioppressive-practice-in-greece(a8704c39-c105-441e-b7e6-38f99a719989).html.

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Greece is seven years into a socio-economic crisis, where oppression has increased as a result of austerity measures driven by the political parties in governance and Troika. In a context of attacks on social care and social work, dominant social values of intolerance and violation of human rights, the pursuit of anti-oppressive practice is more crucial than ever. However, discussions and debates on social work and anti-oppressive practice have mostly taken place outside of the context of Greece. Reflecting on this gap, this doctoral research project asks: What is the role of social work education in influencing students' ability to manage value tensions in relation to anti-oppressive practice within the current context of social work education in Greece? It is the first such study of its kind in Greece. Using a qualitative case study methodology, the research was based in one of the four national Departments of Social Work (subsequently abolished). Semi-structured interviews were undertaken involving social work students in their first and final years of professional education (n=32) and academic staff/placement supervisors (n=10). Data analysis was informed by a ground theory approach. The study revealed social work education's failure in stimulating the development of an ethical and anti-oppressive self in students. The key determinants identified were: students' narrow understandings and individualistic approaches towards oppression; the unjust educational policies within which students are educated and educators work; an outdated curriculum with a clinical and technical approach; and lack of social action/connection with the community by the Department. Results are interpreted using the conceptual lens of Foucault (1977; 1980; 1982) and Freire (1970; 1993; 1994). A conceptual model is also presented, in order to understand and promote (anti-) oppressive practice at multiple levels: subjectivity, discipline and governmentality, as well as discourse, oppressive reality and dividing practices. The key implications of the study are for social work education to reflect and respond to current social needs by developing a radical and anti-oppressive curriculum; being involved in social action through social movements and professional associations; establishing a dialogical and reflexive learning process with the active participation of students and service users in designing and evaluating educational content and processes; and a constant deconstruction/reconstruction of the self for students, educators and practitioners.
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Garza, Cynthia Michelle. "Critical Race Counterstories| The Personal and Professional Borderlands of Anti-Oppressive Clinical Practice and Pedagogy." Thesis, The Chicago School of Professional Psychology, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10822445.

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The current study was informed by Critical Race Theory and joins an interdisciplinary body of work of activists and scholars resisting oppressive systems. The aim of the current study was to explore the impact of anti-oppressive pedagogy on the Multicultural and Social Justice Counseling Competency (MSJCC) of marginalized therapists. Anti-oppressive clinical training and pedagogy prepares student-therapists to self-reflect, own, and resist the impact of oppression on themselves and their clients. Critical consciousness and racial identity development are personal factors that play a role in MSJCC. As such, the role of educators and clinical supervisors may extend past “professional” territory. The current study examined stories of 11 marginalized therapists and focused on how personal growth related to clinical competency. All participants told critical race counterstories, that is, personal experiences of oppression that occurred within the education system. Their counterstories of racism and sexism in learning and healing spaces will be told. Of the 11 total participants, 6 student-therapists also reported exposure to anti-oppressive clinical training and/or pedagogy. Racial identity development, critical consciousness, and social justice competency development were unique themes that came up among the six participants who were fortunate to have mentors, supervisors, and peers willing to make space for personal growth in classrooms, professor offices, training spaces, and other professional territories. This study calls mental healthcare professionals to learn and work in the gray borderlands of our personal and professional development. In social justice praxis, this research was conducted with an anti-oppressive stance. With humility and accountability, I walked along the borders of student-therapist-researcher.

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Collins, Farrah. "Notions of 'difference' in counselling psychology : a discourse analysis." Thesis, University of Roehampton, 2012. https://pure.roehampton.ac.uk/portal/en/studentthesis/notions-of-difference-in-counselling-psychology(e1978762-0e73-4e6c-bf99-fc14b8036dd0).html.

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This thesis critiques and describes the prevalent discourses regarding notions of 'difference' in counselling psychologist's talk. Semi-structured interviews were conducted with eight participants and were tape-recorded, transcribed and analysed. Participants were asked to speak about notions of 'difference' in their counselling psychology practice. Transcripts were then coded and analysed using a critical discursive psychological approach which looked for prevalent interpretive repertoires, ideological dilemmas and subject positions. This critical discursive psychology approach seeks to employ a twin focus of discourse analysis, attending to both the micro and macro levels of interactions and constructions. The prevalent discourses were described and critiqued by the researcher. Analysis of transcripts provided a rich range of possible constructions of 'difference' and were then grouped into headings and subheadings and presented to the reader. These notions of 'difference' are explored in relation to counselling psychology practice and the impact that they may have on therapeutic relationships. Interpretive repertoires included constructions of where 'differences' originate, how dimensions of 'difference' were constructed, positive and negative constructions of 'difference', 'difference' in relation to notions of power and prejudice and finally professional discourses on 'difference'. This thesis addresses how important it is for counselling psychologist's to analyse the discourses and constructions available to them so that their clients' are facilitated in the therapeutic encounter and so that practitioners' constructions of 'difference' do not hinder therapy. This study contributes to highlighting the need for counselling psychology's continued commitment to anti-oppressive and anti-discriminatory practices.
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Benson, Livia, and Heléne Hedberg. "Beyond cultural competence : How mental health and psychosocial support practitioners' perception of culture influence their work with Syrian refugees in Amman, Jordan." Thesis, Ersta Sköndal högskola, Institutionen för socialvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-5357.

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Since the start of the Syrian war, Jordan has received many Syrian refugees with around 650,000 Syrians now residing in the country. As the state has received a lot of help from the international community, funding refugee camps and providing basic necessities, a lot of international humanitarian practitioners have come to Jordan to work alongside Jordanian and Middle Eastern practitioners. The situation therefore has brought practitioners from different academic, professional and geographical backgrounds together to work with people of a different cultural background than their own. Syrians represent a vast diversity in terms of ethnic, religious, linguistic and socio-economic backgrounds. Research have addressed that practitioners’ sensitivity to how cultural complexities may influence social problems can facilitate a better understanding of the client’s path to recovery. The purpose of our study was to increase the knowledge of mental health and psychosocial support practitioners’ understanding and experience of a culturally sensitive social work in Amman, Jordan and discuss how this affects their practice with Syrian refugees. Through qualitative interviews we found that the practitioners’ perception of Arab culture as one and the same makes culture a non-issue in terms of cultural diversity, and that this perception influence the practice with Syrian refugees in a number of ways.
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Edemo, Gunilla. "Normer, makt och motstånd : Ett kalejdoskop." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30544.

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Denna uppsats är till sin form en reflekterande vetenskaplig essä som undersöker en normkritisk jämlikhetsarbetares praktiska kunnande och yrkesvillkor. Författarens egen yrkeserfarenhet finns med i form av en berättelse från ett genusprojekt inom högre skådespelarutbildning. Denna dilemmasituation bildar utgångspunkt för ett undersökande i dialog med historiska och samtida tänkare och praktiker. Framträdande i undersökningen är Aristoteles kunskapsbegrepp fronesis – den praktiska klokheten. Undersökningen beskriver några av de komplexiteter som finns i att bedriva ett arbete som utmanar maktordningar i en organisation och visar att det krävs praktisk klokhet för att hantera motstånd, starka känslor och våld.
This reflective scientific essay examines the practical knowledge of the equality worker involved with anti-oppressive education in a Swedish context, where the term “norm critique” is used. The writers personal experience is included in the work, in the form of a narrative from a “messy situation” in a project centered on gender perspectives in actor training. This dilemma is the starting point for an inquiry in dialogue with contemporary and historical thinkers and practitioners. Prominently in the essay is Aristotle's term for skill and practical wisdom, phronesis. The inquiry describes some of the complexities that lies in doing counter hegemonic work within organizations and it shows that this kind of work demands practical wisdom to be able to handle resistance, strong emotions and violence.
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Radzikh, Olga. "Social work students' perspectives on anti-oppressive practice." 2015. http://hdl.handle.net/1993/30903.

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Anti-oppressive practice is a commonly accepted concept in social work education that concentrates on alleviating oppression and advancing social justice. The goal of this research is to highlight the social work students’ perspectives on anti-oppressive practice and to uncover their experiences of anti-oppressive practice in the field and classroom. A comparative case study based on photovoice was conducted with social work students from Canada and Finland. Qualitative interviews were carried out with research participants in conjunction with the photovoice discussion. Research findings indicate that most social work students who participated in this study have a positive view of anti-oppressive practice. The majority of participants position themselves as anti-oppressive social work practitioners, however, some perceive the anti-oppressive practice as purely theoretical, as opposed to be a part of practical social work. Differences that were found between student responses in samples from Finland and Canada are discussed.
February 2016
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Rivet, Michelle K. "The Frontline Workers' Perspective on Anti-Oppressive Child Welfare Practice." Thesis, 2014. http://hdl.handle.net/1828/5643.

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Through my research I explored the frontline worker’s perspective of anti-oppressive child welfare practice (AOP). Five frontline workers from the Children’s Aid Society of Brant, Ontario (Brant CAS) were interviewed to share how they view their practice, and the child welfare system, through an anti-oppressive lens. An Anti-oppressive theory perspective was the framework for my research, using a narrative methodology. It is through the stories of the participants that we learn there is a variance in the understanding and implementation of AOP that is affecting the practice of frontline workers, the families they work with and possibly placing children at further risk. An outcome of this research is to hopefully improve training, allowing the frontline worker to have a better understanding of the philosophy of AOP and how it applies to their practice.
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Hart, Andrew, and Jane Montague. ""The Constant State of Becoming”: Power, Identity, and Discomfort on the Anti-Oppressive Learning Journey." 2014. http://hdl.handle.net/10454/8181.

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The development of a clear personal and professional identity – ‘knowing oneself’ – is frequently cited as a key factor in supporting anti-oppressive practice. In the field of health and social care, work placements are a major vehicle for equipping students to become anti-oppressive practitioners committed to making effective diversity interventions in a range of organizational settings. This article highlights some of the tensions inherent in the formation of such an identity and pays particular attention to issues such as discomfort, power inequalities, the discursive production of the self and ways in which educational and workplace organizational settings can simultaneously promote and inhibit such identity development. The article concludes that the discomfort experienced by students as part of this learning process is not only inevitable but necessary to becoming an anti-oppressive practitioner, and that the narrative process offers ways of empowering both students and service users to challenge oppression.
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Tobin, Sean W. "Social work and child protection : Is anti-oppressive social work practice relevant and applied in child protection work? /." 2005.

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Weaver, Amethya. "Choosing to be brave : a journey of mindfulness in clinical practice from an anti-oppressive perspective : a critical autobiograpical study." 2008. http://hdl.handle.net/1993/21299.

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Books on the topic "Anti-oppressive practice"

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Charnley, Helen. Sexuality and anti-oppressive practice. Brighton: University of Brighton, Health and Social Policy Research Centre, 2000.

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Wes, Shera, ed. Emerging perspectives on anti-oppressive practice. Toronto: Canadian Scholars' Press, 2003.

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Anti-oppressive social work theory and practice. New York: Palgrave Macmillan, 2002.

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Dominelli, Lena. Anti-Oppressive Social Work Theory and Practice. Edited by Jo Campling. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-4039-1400-2.

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1957-, Burke Beverley, ed. Anti-oppressive practice: Social care and the law. Buckingham: Open University Press, 1995.

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Cocker, Christine, and Trish Hafford-Letchfield, eds. Rethinking Anti-Discriminatory and Anti-Oppressive Theories for Social Work Practice. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-02398-8.

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Walking this path together: Anti-racist and anti-oppressive child welfare practice. Halifax: Fernwood Publishing, 2015.

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Young, Val. The equality complex: Lesbians in therapy: a guide to anti-oppressive practice. London: Cassell, 1995.

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Young, Val. The equality complex: Lesbians in therapy : a guide to anti-oppressive practice. London: Cassell, 1995.

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Prodromou, Eleni. Do young offenders have rights?: Exploring issues of rights and the promotion of anti-discriminatory/anti-oppressive practice in youth justice social work. Surbiton: SCA (Education), 1996.

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Book chapters on the topic "Anti-oppressive practice"

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Milner, Judith, and Patrick O’Byrne. "Anti-Oppressive Practice." In Assessment in Social Work, 22–47. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-0-230-36585-8_3.

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Burke, Beverley, and Philomena Harrison. "Anti-oppressive practice." In Social Work, 229–39. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14400-6_19.

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Milner, Judith, Steve Myers, and Patrick O’Byrne. "Anti-Oppressive Practice." In Assessment in Social Work, 20–43. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-37566-7_2.

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Dominelli, Lena. "Anti-oppressive Practice." In Ethics and Value Perspectives in Social Work, 160–72. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-0-230-31357-6_14.

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Beck, Dave, and Rod Purcell. "Anti-Oppressive Practice." In Community Development for Social Change, 23–29. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315528618-5.

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Burke, Beverley, and Philomena Harrison. "Anti-oppressive approaches." In Critical Practice in Social Work, 209–19. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-0-230-36586-5_19.

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Dominelli, Lena. "Anti-oppressive practice in context." In Social Work, 3–22. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14400-6_1.

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Dominelli, Lena, and Jo Campling. "Anti-Oppressive Practice in Action." In Anti-Oppressive Social Work Theory and Practice, 85–108. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-4039-1400-2_5.

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Dominelli, Lena, and Jo Campling. "Anti-Oppressive Practice in Action." In Anti-Oppressive Social Work Theory and Practice, 109–40. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-4039-1400-2_6.

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jeyasingham, Dharman. "Deconstructing Sexuality in Anti-Oppressive Practice." In Rethinking Anti-Discriminatory and Anti-Oppressive Theories for Social Work Practice, 211–24. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-02398-8_15.

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