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Journal articles on the topic 'Anti-oppressive practice'

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Published: 4 June 2021
Last updated: 10 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Harlow, Elizabeth, and Jeff Hearn. "Educating for anti-oppressive and anti-discriminatory social work practice." Social Work Education 15, no. 1 (January 1996): 5–17. http://dx.doi.org/10.1080/02615479611220021.

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12

Scammell, Janet. "‘Prioritise people’: the importance of anti-oppressive practice." British Journal of Nursing 25, no. 4 (February 25, 2016): 226. http://dx.doi.org/10.12968/bjon.2016.25.4.226.

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13

Bradley, Greta, Cindy Clarke, and Wilhelm Kahl. "Anti-oppressive practice and social work in Europe." Social Work Education 14, no. 2 (January 1995): 5–10. http://dx.doi.org/10.1080/02615479511220091.

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14

Hopton, John. "Towards anti-oppressive practice in mental health nursing." British Journal of Nursing 6, no. 15 (August 14, 1997): 874–78. http://dx.doi.org/10.12968/bjon.1997.6.15.874.

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15

de Montigny, Gerald. "Beyond Anti-Oppressive Practice: Investigating Reflexive Social Relations." Journal of Progressive Human Services 22, no. 1 (January 2011): 8–30. http://dx.doi.org/10.1080/10428232.2011.564982.

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16

DOMINELLI, L. "Deprofessionalizing Social Work: Anti-Oppressive Practice, Competencies and Postmodernism." British Journal of Social Work 26, no. 2 (April 1, 1996): 153–75. http://dx.doi.org/10.1093/oxfordjournals.bjsw.a011077.

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17

Bay, Uschi. "Doing Anti-Oppressive Practice: Building Transformative Politicized Social Work." Australian Social Work 63, no. 4 (December 2010): 469–71. http://dx.doi.org/10.1080/0312407x.2010.522968.

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18

Strier, R., and S. Binyamin. "Introducing Anti-Oppressive Social Work Practices in Public Services: Rhetoric to Practice." British Journal of Social Work 44, no. 8 (April 24, 2013): 2095–112. http://dx.doi.org/10.1093/bjsw/bct049.

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19

Gerassi, Lara, and Andrea Nichols. "Social Work Education that Addresses Trafficking for Sexual Exploitation: An intersectional, anti-oppressive practice framework." Anti-Trafficking Review, no. 17 (September 15, 2021): 20–37. http://dx.doi.org/10.14197/atr.201221172.

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Practice, policy, and research focused on trafficking for sexual exploitation and commercial sex involvement occur in the United States within a white, heteronormative social environment that must be addressed pedagogically in the classroom. Social work education increasingly includes the topic of trafficking for sexual exploitation as a stand-alone course or as sessions embedded within other courses. Yet, very little scholarship critically examines how instruction in social work on this topic can apply intersectional, anti-oppressive frameworks across micro, mezzo, and macro levels. Furthermore, current literature suggests that some social workers use exclusionary practices when addressing trafficking and commercial sex involvement, further exemplifying the need for anti-oppressive curricula. The purpose of this paper is to critically analyse how key anti-oppressive theoretical and practice frameworks should influence education on trafficking for sexual exploitation and commercial sex involvement in social work. Written by two scholars and social work instructors, we describe how we apply these frameworks to pedagogical exercises in social work courses. Finally, we argue that intersectional, anti-oppressive social work education is critical to training social work students and, ultimately, addressing the needs of people experiencing or at risk of trafficking.
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20

Ng, Eric, and Caroline Wai. "Towards a definition of anti-oppressive dietetic practice in Canada." Critical Dietetics 5, no. 2 (March 3, 2021): 10–14. http://dx.doi.org/10.32920/cd.v5i2.1407.

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Increasingly, dietitians have found ourselves working with racialized clients, communities, and colleagues across the health and food systems in Canada. We are often asked to treat the adverse health outcomes of Black, Indigenous, and racialized communities resulting from these oppressions at the individual level. However, it is the role of dietitians to engage in efforts to "reduce health inequities and protect human rights; promote fairness and equitable treatment" (College of Dietitians of Ontario, 2019). An anti-oppression approach is required for dietitians to understand how their power and privilege shape the dietitian-client relationship. The purpose of this commentary is to propose a shift from cultural competence or diversity and inclusion in dietetics to an explicit intention of anti-oppressive dietetic practice. We begin our exploration from the Canadian context. We draw from our background working in health equity in public health, and our experiences facilitating equity training using anti-oppression approaches with dietetic learners and other public health practitioners. In creating a working definition of anti-oppressive dietetic practice, we conducted a scan of anti-oppression statements by health and social services organizations in Ontario, Canada, and literature from critical dietetics. A literature search revealed anti-oppressive practice frameworks in nursing and social work. However, this language is lacking in mainstream dietetic practice, with anti-oppression only discussed within the literature on critical dietetics and social justice. We propose that "dietitians can engage in anti-oppressive practice by providing food and nutrition care/planning/service to clients while simultaneously seeking to transform health and social systems towards social justice."
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21

Zhang, Heidi. "How ‘Anti-ing’ becomes Mastery: Moral Subjectivities Shaped through Anti-Oppressive Practice." British Journal of Social Work 48, no. 1 (March 18, 2017): 124–40. http://dx.doi.org/10.1093/bjsw/bcx010.

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22

WILLIAMS, C. "Connecting Anti-racist and Anti-oppressive Theory and Practice: Retrenchment or Reappraisal?" British Journal of Social Work 29, no. 2 (April 1, 1999): 211–30. http://dx.doi.org/10.1093/oxfordjournals.bjsw.a011443.

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23

Bowler, Rick, Steph Green, Christine Smith, and Liz Woolley. "(Re)Assembling Anti-Oppressive Practice Teachings in Youth and Community Work through Collective Biography (2)." Education Sciences 11, no. 9 (September 3, 2021): 497. http://dx.doi.org/10.3390/educsci11090497.

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This article draws on research undertaken as part of a Collective Biography project generated by a group of activists and lecturers teaching and researching in youth and community work (YCW). Collective Biography (CB) is an approach to research in which participants work productively with memory and writing to generate collective action orientated analysis. The emphasis on collectivized approaches to CB work acts as a potential strategy to disrupt and resist the reproduction of power in academic knowledge-making practices and the impact of powerful policy discourses in practice. The article explores the current context and contemporary challenges for teaching anti-oppressive practice in UK based universities before briefly scoping out the methodology of CB. Extracts from a memory story are used as an example of the process of collective analysis generated through the process of CB in relation to racism, the role of anti-oppressive practice, and as the basis for YCW educators to think collectively about implications for teaching going forward. The article goes on to explore the role of concepts that were worked with as part of the CB process and considers the potential significance for teaching anti-oppressive practice in YCW. The article concludes by starting to scope out key considerations relating to the potential role of CB as a grass roots strategy to open spaces of possibility alongside young people and communities in reassembling the teaching of anti-oppressive practice in YCW.
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24

Rubin, Allen. "Can Anti-Oppressive Clinical Practice Be Compatible With Evidence-Informed Clinical Practice?" Journal of Social Work Education 56, no. 4 (July 2, 2020): 626–29. http://dx.doi.org/10.1080/10437797.2020.1764807.

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25

Collins, Stewart, and Lynne Wilkie. "Anti-Oppressive Practice and Social Work Students' Portfolios in Scotland." Social Work Education 29, no. 7 (October 2010): 760–77. http://dx.doi.org/10.1080/02615471003605082.

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26

Hackett, Simon. "Sexual aggression, diversity and the challenge of anti-oppressive practice." Journal of Sexual Aggression 5, no. 1 (January 2000): 4–20. http://dx.doi.org/10.1080/13552600008413292.

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27

Johnstone, Marjorie. "Centering Social Justice in Mental Health Practice: Epistemic Justice and Social Work Practice." Research on Social Work Practice 31, no. 6 (May 4, 2021): 634–43. http://dx.doi.org/10.1177/10497315211010957.

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This article examines how mental health social work practice can move outside the hegemony of the medical model using approaches that honor the centering of social justice. By using the philosophical analysis of epistemic injustice and the ethics of knowing, I move out of the traditional psychiatric and psychological conceptual frameworks and discuss new guiding principles for practice. In the context of the radical tradition in social work and the impetus to blend theory with practice, I consider the use of narrative and anti-oppressive approaches to center social justice principles in individual dyadic work as well as in wider systems family and community work and policy advocacy. I evaluate these approaches through the principles of epistemic justice and discuss the importance of a relational collaborative approach where honoring the client and exploring lived experience are central to both the concepts of testimonial justice, hermeneutic justice and anti-oppressive practice.
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28

Turney, Danielle. "Hearing voices, talking difference: A dialogic approach to anti-oppressive practice." Journal of Social Work Practice 11, no. 2 (November 1997): 115–25. http://dx.doi.org/10.1080/02650539708415119.

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29

Hines, Jude M. "Using an Anti-Oppressive Framework in Social Work Practice with Lesbians." Journal of Gay & Lesbian Social Services 24, no. 1 (January 2012): 23–39. http://dx.doi.org/10.1080/10538720.2011.611103.

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30

Pollack, S. "Anti-oppressive Social Work Practice with Women in Prison: Discursive Reconstructions and Alternative Practices." British Journal of Social Work 34, no. 5 (July 1, 2004): 693–707. http://dx.doi.org/10.1093/bjsw/bch085.

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31

Raineri, Maria Luisa, and Valentina Calcaterra. "Social work strategies against crisis in everyday practice: An anti-oppressive case study." International Social Work 61, no. 1 (December 4, 2015): 130–42. http://dx.doi.org/10.1177/0020872815606793.

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Anti-oppressive social work, promotion of equality and combating the structural causes of hardship are often conceived as matters to be pursued at the meso and macro levels, while little anti-oppressive social work is considered practicable at the individual case level. In order to counteract this dangerous idea, this article presents a case study of a Nigerian mother immigrated to Italy, and is based on the five social work strategies against the social and economic crisis that were proposed for the 2014 World Social Work Day: promoting equality and equity, enabling people to live sustainably, building participation, facilitating caring communities, and respecting diversity and connecting people.
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32

MACEY, M., and E. MOXON. "An Examination of Anti-Racist and Anti-Oppressive Theory and Practice in Social Work Education." British Journal of Social Work 26, no. 3 (June 1, 1996): 297–314. http://dx.doi.org/10.1093/oxfordjournals.bjsw.a011097.

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33

SNOUBAR, Yaser. "INTERNATIONAL STUDENTS BRINGING DIVERSITY AND RECEIVING DISCRIMINATION: ANTI-OPPRESSIVE AND ANTI-DISCRIMINATORY SOCIAL WORK PRACTICE." Journal of International Social Research 10, no. 51 (August 30, 2017): 1126–30. http://dx.doi.org/10.17719/jisr.2017.1843.

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34

Chatterjee, S. "Rethinking Skill in Anti-Oppressive Social Work Practice with Skilled Immigrant Professionals." British Journal of Social Work 45, no. 1 (September 12, 2013): 363–77. http://dx.doi.org/10.1093/bjsw/bct111.

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35

Parrott, Lester. "Constructive Marginality: Conflicts and Dilemmas in Cultural Competence and Anti-Oppressive Practice." Social Work Education 28, no. 6 (September 2009): 617–30. http://dx.doi.org/10.1080/02615470903027322.

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36

Coconis, Michel A. "Doing Anti-Oppressive Practice: Building Transformative Politicized Social Workedited by Donna Baines." Journal of Progressive Human Services 21, no. 2 (November 26, 2010): 187–90. http://dx.doi.org/10.1080/10428232.2010.523674.

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37

Coleman, Mikki, Monica Collings, and Peter McDonald. "Teaching anti-oppressive practice on the diploma in social work: integrating learning." Social Work Education 18, no. 3 (September 1999): 297–309. http://dx.doi.org/10.1080/02615479911220291.

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38

Legge, Melissa Marie. "The Role of Animal-Assisted Interventions in Anti-Oppressive Social Work Practice." British Journal of Social Work 46, no. 7 (January 10, 2016): 1926–41. http://dx.doi.org/10.1093/bjsw/bcv133.

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39

Carrillo, Arturo, and Cailtin L. O'Grady. "Using Structural Social Work Theory to Drive Anti-Oppressive Practice With Latino Immigrants." Advances in Social Work 18, no. 3 (September 18, 2018): 704–26. http://dx.doi.org/10.18060/21663.

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Using Structural Social Work Theory to Drive Anti-Oppressive Practice With Latino ImmigrantsArturo CarrilloCaitlin L. O'GradyAbstract: Social work practice with marginalized populations not only requires intervention to address individuals’ immediate service needs, but also requires intervention to address the larger structural context that impacts well-being. Critical theoretical frameworks, such as Structural Social Work (SSW) theory, are essential in helping social workers to develop a comprehensive understanding of the manner in which social systems are intentionally designed to oppress marginalized populations, including immigrant and refugee communities. SSW serves to both understand how society’s structure causes social problems and to identify how these structures must be changed in order to alleviate harm. Focusing specifically on Latino immigrants, this article presents an overview of SSW theory and discusses its relevance to social work practitioners. This SSW framework will then be applied to analyze two U.S. social systems, the labor regulatory and mental health systems, that are integrally connected to Latino immigrant well-being. Finally, drawing from two case examples of research conducted in Chicago, alternative models of practice in the realms of labor and mental health are presented. Findings from these case examples illustrate how social workers can engage in anti-oppressive practice when they implement interventions that promote personal healing while simultaneously challenging oppressive elements of social systems.
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40

Dedotsi, Sofia, and Alys Young. "Educating against all odds: The context and content of social work education in times of national crisis in Greece." International Social Work 62, no. 2 (February 9, 2018): 849–63. http://dx.doi.org/10.1177/0020872818755858.

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Greece is 6 years into a socio-economic crisis, during which oppression has increased as a result of unjust austerity measures. Reflecting on the need for an anti-oppressive practice, a qualitative study of pre-qualifying social work education was carried out in one of the four national Departments of Social Work (subsequently abolished). This article reports the findings of semi-structured interviews with final year students ( n = 14) and academic staff members ( n = 10) on the content and context of social work education in relation to anti-oppressive practice. The study revealed the need for a radical shift in social work education based on the emancipatory values of the profession.
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41

Hutchison, Jacqueline Sarah. "Anti-Oppressive Practice and Reflexive Lifeworld-Led Approaches to Care: A Framework for Teaching Nurses about Social Justice." Nursing Research and Practice 2015 (2015): 1–5. http://dx.doi.org/10.1155/2015/187508.

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This paper was initially written for a European Academy of Caring Science workshop and aimed to provide clarity and direction about Caring Science by offering some ideas emerging from the philosophy, themes, and projects of EACS. An underpinning concept for the work of the Academy is the lifeworld. The focus of the workshop was to explore the lifeworld of the patient, student, and carer. The intention was to promote discussion around the need to provide alternative ways to conceptualise caring relevant knowledge, naming phenomena and practices central to caring sciences, and the educational curriculum and its adequacy for caring science. This paper seeks to identify concepts and approaches to understanding oppression, power, and justice which enable nurses to challenge the structures in health care environments which discriminate or disempower clients. Anti-oppressive practice theory and reflexive lifeworld-led approaches to care enable nurses to be critical of their practice. A framework for teaching social justice in health care is offered to augment teaching students to challenge oppressive practice and to assist nurses to reflect and develop conceptual models to guide practices which are central to promoting caring interactions.
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42

Jones, Jocelyn. "Child protection and anti‐oppressive practice: The dynamics of partnership with parents explored*." Early Child Development and Care 102, no. 1 (January 1994): 101–13. http://dx.doi.org/10.1080/0300443941020108.

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43

Ward, Nicki. "Book review: Donna Baines (ed.) Doing Anti-Oppressive Practice: Social Justice Social Work." Critical Social Policy 34, no. 1 (January 31, 2014): 140–42. http://dx.doi.org/10.1177/0261018313507523.

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44

Baines, Sue, and Jane Edwards. "Considering the ways in which anti-oppressive practice principles can inform health research." Arts in Psychotherapy 42 (February 2015): 28–34. http://dx.doi.org/10.1016/j.aip.2015.01.001.

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45

Matsuoka, Atsuko K., and Ann Thompson. "Combating Stigma and Discrimination Among Social Work Students." Canadian Journal of Community Mental Health 28, no. 2 (September 1, 2009): 95–98. http://dx.doi.org/10.7870/cjcmh-2009-0025.

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This paper presents an anti-stigma and anti-discrimination program for social work students. This educational module is designed to be incorporated into current courses on anti-discriminatory/oppressive social work practice, which are mandatory in Canadian social work education. The program is novel, as it builds on both mental health recovery values and critical social work.
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46

Pack, Margaret, and Peter Brown. "Educating on anti-oppressive practice with gender and sexual minority elders: Nursing and social work perspectives." Aotearoa New Zealand Social Work 29, no. 2 (July 26, 2017): 108–18. http://dx.doi.org/10.11157/anzswj-vol29iss2id279.

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INTRODUCTION: This article relates a common dilemma in professional education out of which developed a collaboration between two health disciplines at a regional Australian university. In a literature review across the two disciplines, the authors drew from social work’s teaching knowledge base in an attempt to strengthen the nursing skill base. The intention was to provide students working in the health sector with a consistent theoretical approach and practical tools when working with sexual and gender minorities.METHOD: As associate professors in social work and nursing, the authors argue on the basis of the teaching and the literature review, for an explicitly anti-oppressive approach to be applied to the education of professionals who work with elders identifying with gender and sexual minorities. Working within an anti-oppressive framework, beginning practitioners in social work and nursing in degree-level education programmes were encouraged to explore their own attitudes including taken-for-granted assumptions often unexplored in the prevailing medical models of care. How different demographics within the lesbian, gay, bisexual, transgender, intersex, queer (LGBTQIA) community experience the health industry is a current issue for educators. There have been increasing challenges expressed by transgender individuals and their concerns over their specific health needs/stigma in rest-home-care facilities, for example.CONCLUSION: By embedding anti-oppressive principles in our teaching practice, relating to gender and sexual minorities, we acknowledge and open the debate to some of the possibilities/practicalities/difficulties of advocating for this within a broader multi-disciplinary in small town, rural contexts. The implications for social work and nursing education are discussed.
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47

Yang, Man Jae and Anna Kim. "A Study on Applicability of Anti-Oppressive Practice to Foreign Workers in South Korea." Korea Social Policy Review 25, no. 3 (September 2018): 247–78. http://dx.doi.org/10.17000/kspr.25.3.201809.247.

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48

McDonald, Peter, and Mikki Coleman. "Deconstructing hierarchies of oppression and adopting a ‘multiple model’ approach to anti-oppressive practice." Social Work Education 18, no. 1 (March 1999): 19–33. http://dx.doi.org/10.1080/02615479911220031.

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49

Langley, J. "Developing Anti-Oppressive Empowering Social Work Practice with Older Lesbian Women and Gay Men." British Journal of Social Work 31, no. 6 (December 1, 2001): 917–32. http://dx.doi.org/10.1093/bjsw/31.6.917.

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50

Flynn, Susan. "Social Work Practice in an Economic Downturn: Understanding Austerity Through an Anti-oppressive Framework." Practice 29, no. 3 (June 27, 2016): 179–99. http://dx.doi.org/10.1080/09503153.2016.1201467.

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