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Journal articles on the topic 'Anti-racist social work'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Jensen, Niels Rosendal. "Anti-racist Practice in Social Work." European Journal of Social Work 16, no. 5 (2013): 724–25. http://dx.doi.org/10.1080/13691457.2013.857931.

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Samson, Kamei. "Anti-racist Social Work Practice in India." Indian Journal of Social Work 81, no. 2 (2020): 157. http://dx.doi.org/10.32444/ijsw.2020.81.2.157-170.

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3

Curiel, Luis O. "Interracial Team Teaching in Social Work Education." Advances in Social Work 21, no. 2/3 (2021): 730–49. http://dx.doi.org/10.18060/24176.

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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 a Person 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 reveal

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4

Jeffery, Donna. "‘What good is anti‐racist social work if you can’t master it’?: exploring a paradox in anti‐racist social work education." Race Ethnicity and Education 8, no. 4 (2005): 409–25. http://dx.doi.org/10.1080/13613320500324011.

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5

Singh, Gurnam. "Anti-racist social work: Political correctness or political action!" Social Work Education 13, no. 1 (1994): 26–31. http://dx.doi.org/10.1080/02615479411220041.

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6

Keating, Frank. "Anti-racist perspectives: What are the gains for social work?" Social Work Education 19, no. 1 (2000): 77–87. http://dx.doi.org/10.1080/026154700114676.

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7

Perez, Ebony N. "Faculty as a Barrier to Dismantling Racism in Social Work Education." Advances in Social Work 21, no. 2/3 (2021): 500–521. http://dx.doi.org/10.18060/24178.

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Facilitating learning around race and racism is often uncomfortable for faculty as well as students. The purpose of this qualitative case study was to investigate the experiences of undergraduate social work educators who teach about race and racism in social work programs. I employed a qualitative case study design to understand the lived experience of undergraduate social work educators who teach race specific content. I employed a combination of purposive sampling and snowballing methods to identify nine participants from the Southeast region of the United States. Utilizing a Critical Race

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Graham, Mekada. "Honouring social work principles - exploring the connections between anti-racist social work and African-centred worldviews." Social Work Education 19, no. 5 (2000): 423–36. http://dx.doi.org/10.1080/026154700435959.

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Desai, Suki, and Melanie Gooden. "Anti-racist social work: A case example of work with an African Caribbean family." Child Abuse Review 4, no. 3 (1995): 215–19. http://dx.doi.org/10.1002/car.2380040308.

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Teloni, Dimitra-Dora, and Regina Mantanika. "'This is a cage for migrants': the rise of racism and the challenges for social work in the Greek context." Critical and Radical Social Work 3, no. 2 (2015): 189–206. http://dx.doi.org/10.1332/204986015x14332581741051.

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Greece has been an emblematic case for the European Union's implementation of anti-immigration securitisation and externalisation. These policies have been translated into non-tolerance and intimidation towards certain populations, which, in turn, has resulted in more and more violent forms of the rejection of migration, which has become mainstream. Parallel to this are racist attacks, pogroms and acts of violence committed by neo-Nazi groups. On the other hand, a growing anti-racist movement has emerged in the form of human rights defence and solidarity networks and anti-racist resistance. Th

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Lyons, Karen, and Stewart Collins. "Book Review: Anti-Racist Work with Young People: European Experiences and Approaches." Journal of Social Work 1, no. 1 (2001): 122–23. http://dx.doi.org/10.1177/146801730100100112.

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12

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 (1996): 297–314. http://dx.doi.org/10.1093/oxfordjournals.bjsw.a011097.

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Singh, Gurnam. "Promoting anti-racist and black perspectives in social work education and practice teaching." Social Work Education 15, no. 2 (1996): 35–56. http://dx.doi.org/10.1080/02615479611220131.

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Rajan-Rankin, Sweta. "Anti-racist social work in a 'post-race society'? Interrogating the amorphous 'other'." Critical and Radical Social Work 3, no. 2 (2015): 207–20. http://dx.doi.org/10.1332/204986015x14286590888439.

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Anti-racist social work is at a crossroads: while on the one hand, racial binaries such as black/white, us/other and slave/master can be useful political tools to understand institutional racism, current contexts of multiculturalism raise questions about the continued relevance of race as a category for analysis. 'Newer' forms of racialised identities are emerging that need to be incorporated into a broader conceptualisation of non-colour-based race theory. In this article, these contradictions are explicated through a phenomenological study of embodied reflections on race, ethnicity and self-

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15

Del-Villar, Zoila. "Confronting Historical White Supremacy in Social Work Education and Practice." Advances in Social Work 21, no. 2/3 (2021): 636–53. http://dx.doi.org/10.18060/24168.

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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 a

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Singh, Gurnam. "Book Review: Tackling Institutional Racism: Anti-racist Policies and Social Work Education and Training." Critical Social Policy 21, no. 4 (2001): 552–55. http://dx.doi.org/10.1177/026101830102100409.

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17

Harrison, Philomena. "Book Review: Gurnham Singh and Shepard Masocha (ed.) Anti-Racist Social Work: International Perspectives." Critical Social Policy 41, no. 3 (2021): 512–14. http://dx.doi.org/10.1177/02610183211009531d.

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18

Wainwright, John. "Racism, anti‐racist practice and social work: articulating the teaching and learning experiences of Black social workers." Race Ethnicity and Education 12, no. 4 (2009): 495–516. http://dx.doi.org/10.1080/13613320903364465.

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19

Seikkula, Minna. "Adapting to post-racialism? Definitions of racism in non-governmental organization advocacy that mainstreams anti-racism." European Journal of Cultural Studies 22, no. 1 (2017): 95–109. http://dx.doi.org/10.1177/1367549417718209.

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Scholarly discussions contesting post-racialism have noted how the false but common belief – that systematic racism has been defeated in Western societies – works to undermine anti-racism’s critical potential. Simultaneously, the discussion about the relativization of anti-racism has mainly been located in contexts with strong anti-racist traditions. By exploring anti-racism in the Finnish civil society, the article thematizes thinking around the post-racial modality of racism in a context where racism is often presented as a recent phenomenon. A discourse analysis of non-governmental organiza

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Ladhani, Sheliza, and Kathleen C. Sitter. "The Revival of Anti-Racism." Critical Social Work 21, no. 1 (2020): 54–65. http://dx.doi.org/10.22329/csw.v21i1.6227.

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The declining prominence of anti-racist practice in social work education is a cause for concern in a profession premised upon pursuing social justice and serving humanity. This need calls for a revival of anti-racism education within the curriculum of social work education. This paper begins with an exploration of anti-racism discourse and guiding theory and examines the shift from anti-racism to anti-oppressive practice (AOP) in social work education and associated critiques and implications. Challenges to pursuing anti-racism education are identified as it pertains to implementing anti-raci

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Ortiz, Larry, Betty Garcia, and Santos H. Hernández. "Why it is Important for Social Work Educators to Oppose Racist-Based Anti-Immigration Legislation." Journal of Social Work Education 48, no. 2 (2012): 197–203. http://dx.doi.org/10.5175/jswe.2012.201100174.

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22

Odera, Stephanie, M. Alex Wagaman, Ashley Staton, and Aaron Kemmerer. "Decentering Whiteness in Social Work Curriculum." Advances in Social Work 21, no. 2/3 (2021): 801–20. http://dx.doi.org/10.18060/24151.

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The social work profession has historically been dominated by the presence and perspectives of whiteness. The centering of whiteness in social work education is reflected in course offerings, course content, assignment construction, and inherent racialized assumptions about who clients and social workers will be in practice spaces. Critical race theory (CRT) and liberation theory provide a framework for considering how to make visible the ways in which white supremacy is embedded in social work education, and to identify strategies for disrupting its presence by decentering whiteness. The purp

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Aguilar, Jemel P., and Elisabeth Counselman-Carpenter. "‘The Mirage of Action’." Advances in Social Work 21, no. 2/3 (2021): 1020–44. http://dx.doi.org/10.18060/24400.

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This autoethnographic study highlights complex strategies for maintaining white supremacy used by “well-intentioned” heterocentric white female social workers that are enacted under the guise of practicing anti-racism in social work practice settings, classroom environments, policy initiatives, and advocacy work. Using autoethnography was both unplanned and deliberate. Unplanned, we needed a research method that allows us to explore the untouchable subject of heterocentric white female social workers and deliberate in that we could use our experiences to break ground and establish white suprem

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Goldstein, Tara. "‘I'm Not White’: Anti-Racist Teacher Education for White Early Childhood Educators." Contemporary Issues in Early Childhood 2, no. 1 (2001): 3–13. http://dx.doi.org/10.2304/ciec.2001.2.1.6.

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Conceptualising and implementing early childhood teacher education for racial and cultural diversity is a complex task that involves learning about social stratification and race, acknowledging the privileges associated with whiteness, and finding ways to create positive racial teaching identities. This article discusses three ways that teacher educators might prepare white early childhood education students for anti-racist work in their classrooms.

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Leath, Seanna, Noelle Ware, Miray D. Seward, Whitney N. McCoy, Paris Ball, and Theresa A. Pfister. "A Qualitative Study of Black College Women’s Experiences of Misogynoir and Anti-Racism with High School Educators." Social Sciences 10, no. 1 (2021): 29. http://dx.doi.org/10.3390/socsci10010029.

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A growing body of literature highlights how teachers and administrators influence Black girls’ academic and social experiences in school. Yet, less of this work explores how Black undergraduate women understand their earlier school experiences, particularly in relation to whether teachers advocated for their educational success or participated in discriminatory practices that hindered their potential. Using consensual qualitative research (CQR) methods, the present semi-structured interview study explored the narratives of 50 Black undergraduate women (mean age = 20 years) who reflected on the

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Riley, Ann T., Kirby Bewley, Renea L. Butler-King, et al. "Finding Shelter in the Storm." Advances in Social Work 21, no. 2/3 (2021): 898–919. http://dx.doi.org/10.18060/24117.

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This paper presents the case study of a 100+ year old school of social work recently shaken by acts of racial aggression targeted toward our Black/African American community. Following campus incidents that received national attention, minority social work students urged faculty to organize action to voice values of equity and justice, and to provide an intentional safe space within our school. In response, a volunteer faculty committee dedicated themselves to the group’s formation and implementation of the Undoing Racism Principles from the People’s Institute for Survival and Beyond (PISAB, n

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27

Urh, Pela Humljan. "'Everyone is blaming us!' Conceptualising current anti-Roma racism in Europe and its necessary implications for anti-racist social work." Critical and Radical Social Work 2, no. 1 (2014): 59–76. http://dx.doi.org/10.1332/204986014x13912564145645.

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28

Swindall, Lindsey R. "Four Ways to (Re)consider Facilitating Discussions on Race and Social Justice." New Jersey Studies: An Interdisciplinary Journal 7, no. 1 (2021): 373–82. http://dx.doi.org/10.14713/njs.v7i1.233.

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The year 2020 has offered an important opportunity to continue the important work of building anti-racist institutions. Community discussion is often challenging but is a vital part of building new institutions that are grounded in love and nonviolence. Drawing on years of experience facilitating discussions, this article offers suggestions for building trust, dealing with the consequences of the “poisoned well,” creating a pedagogy of listening, and understanding mistakes. Fostering authentic exchanges through dialogue is not easy work but it is essential to, in the words of John Lewis, “rede

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Felmlee, Diane, Daniel DellaPosta, Paulina d. C. Inara Rodis, and Stephen A. Matthews. "Can Social Media Anti-abuse Policies Work? A Quasi-experimental Study of Online Sexist and Racist Slurs." Socius: Sociological Research for a Dynamic World 6 (January 2020): 237802312094871. http://dx.doi.org/10.1177/2378023120948711.

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The authors use the timing of a change in Twitter’s rules regarding abusive content to test the effectiveness of organizational policies aimed at stemming online harassment. Institutionalist theories of social control suggest that such interventions can be efficacious if they are perceived as legitimate, whereas theories of psychological reactance suggest that users may instead ratchet up aggressive behavior in response to the sanctioning authority. In a sample of 3.6 million tweets spanning one month before and one month after Twitter’s policy change, the authors find evidence of a modest pos

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Cummins, Ian. "Reading Stuart Hall: the influence of the New Left on social work." Critical and Radical Social Work 7, no. 3 (2019): 367–79. http://dx.doi.org/10.1332/204986019x15668423845081.

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This article will discuss the work of the late cultural and political theorist Professor Stuart Hall (1932‐2014). Hall made hugely significant contributions in cultural studies. In addition, he was one of the first thinkers on the Left to recognise the huge seismic shift that the electoral success of Margaret Thatcher in 1979 represented. Hall made a huge contribution to the development of progressive politics. His analysis of the centrality of race, empire and colonialism to the formation of modern Britain and its ongoing significance was a key element in the anti-racist politics of the 1970s

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31

Goldberg, Jesse A. "James Baldwin and the Anti-Black Force of Law." Public Culture 31, no. 3 (2019): 521–38. http://dx.doi.org/10.1215/08992363-7532763.

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There has been a recent resurgence in attention to James Baldwin as academics, public intellectuals, filmmakers, and curators engage with his work through the lens of the Movement for Black Lives. Continuing this turn, I read Baldwin as a theorist of the law and, ultimately, an abolitionist. By reading “The Fire Next Time” (1963) and “No Name in the Street” (1972), I argue that policing in the United States is inherently organized by a(n) (il)logic of anti-Blackness that necessitates racist violence as a structural component of its practice. This pessimistic diagnosis is extended through Baldw

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Kádár, Judit. "The Anti-Racist Overtones of a Feminist Historical Novel Tetralogy from the 1940s." Hungarian Cultural Studies 4 (January 1, 2011): 128–35. http://dx.doi.org/10.5195/ahea.2011.38.

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Although the most popular Hungarian historical novels were written in the nineteenth century by the famous romantic writer, Mór Jókai, a revival of the genre occurred in the period following the First World War. Most of the authors, each influenced by a different worldview, were scouring the symbolic space of history for an explanation as to why Hungary had lost the war. “Our knowledge of the past, our cultural heritage is also a symbolic space that is the site of struggle for the self-representation of social groups, a space that is shaped according to the degrees to which certain groups have

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Yarneccia D. Dyson, Maria del Mar Fariña, LICSW, Ph.D., Maria A. Gurrola, MSW, Ph.D., and Bronwyn Cross-Denny, Ph.D., LCSW. "Reconciliation as a Framework for Supporting Racial, Ethnic, and Cultural Diversity in Social Work Education." Social Work & Christianity 47, no. 1 (2019): 83–95. http://dx.doi.org/10.34043/swc.v47i1.137.

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In today’s society, the marginalization and oppression among vulnerable communities emphasizes the need for racial, ethnic, and cultural reconciliation. Slavery, racism, and white privilege have had long standing and negative effects in the history of the United States that continue to perpetuate the lives of minority populations. As a result, the need to emphasize the importance of anti-racist education that focuses on addressing all levels of practice (micro, mezzo, and macro) and challenges structural ideologies is paramount. The pursuit and maintenance of social justice for all is the foun

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Maglalang, Dale Dagar, and Smitha Rao. "“Theory’s Cool, But Theory With No Practice Ain’t Shit…”." Advances in Social Work 21, no. 2/3 (2021): 672–89. http://dx.doi.org/10.18060/24145.

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As it stands today, social work education falls short in providing critical theories and frameworks that reflect the experiences of Black, Indigenous, and People of Color (BIPOC). Such insufficiencies maintain racism and other forms of oppression that plague both social work pedagogy and praxis. To challenge and dismantle hegemonic curricula, social work education needs to do more to provide the knowledge and tools necessary for anti-racist social work. The purpose of this article is to present five critical theories and frameworks written by Indigenous and People of Color scholars that social

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Schmid, Sophia. "The anti-racist potential of care - political dimensions of women’s engagement in voluntary refugee support work in Germany." Journal of Gender Studies 29, no. 2 (2019): 174–86. http://dx.doi.org/10.1080/09589236.2019.1629886.

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36

Fussell-Ware, Dashawna J. "Gray Clouds Over Ivory Towers." Advances in Social Work 21, no. 2/3 (2021): 298–310. http://dx.doi.org/10.18060/24126.

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Black, first-generation doctoral students can be classified as those who belong to the African diaspora and come from families with parents who do not have bachelor’s degrees. Data shows that over half of Black doctoral degree recipients, across all fields, have first-generation status, and literature has shown that these students experience several challenges during their doctoral journey that their peers do not. This paper details six of these challenges for Black, first-generation research doctoral students in social work programs. These challenges result in educational disparities disfavor

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Radford, Linda, and Avril Aitken. "Becoming Teachers’ Little Epics: What digital storytelling might reveal." Articles 49, no. 3 (2015): 641–60. http://dx.doi.org/10.7202/1033551ar.

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This paper discusses pre-service teachers’ use of multi-modal tools to produce three-minute films in light of critical moments in their teaching practice. Two cases are considered; each centers on a film, a “little epic” that was produced by a future teacher who attempts to work within an anti-racist framework for social justice. Findings point to how multimodal tools are effective for engaging meaningfully with unresolved conflicts. However, in the face of trauma experienced, the future teachers’ efforts to work within a social justice framework may be pushed to the margins. This pedagogy / r

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Hurst, Carol. "Reckoning with Hate: Faithful Routes Away from the Charlottesville Rally." Social Work & Christianity 47, no. 1 (2019): 15–30. http://dx.doi.org/10.34043/swc.v47i1.132.

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Ripples of both alarm and hope regarding United States race relations, have circled out from Charlottesville, Virginia subsequent to violent demonstrations held on August 11 and 12, 2017. This article tells less well-known stories out of Charlottesville, recounting faith groups’ prayers and vigils through the summer of 2017, and one Christian social work educator’s experience of witness with her faith community during the August 12th rally. The article also highlights several loving and creative responses that individuals, groups, and organizations made on August 12th and in the subsequent yea

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Mukhtar, Sonia. "8 minutes and 46 seconds of ‘I Can’t Breathe’: A call for anti-racist feminist solidarity amid COVID-19." International Social Work 64, no. 2 (2021): 255–60. http://dx.doi.org/10.1177/0020872820967417.

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COVID-19 has again exposed the inequality and injustice of race and power deeply rooted in patterns, discourses and institutions. I am writing this article to bring attention to how we need anti-racist feminism now even more than ever. Feminism in social work offers an act of engagement, realization, application and praxis of ideas that challenges the normative response to rethink marginalized and oppressed individuals’ suppressed thoughts, voices and lived realities amid the pandemic lockdown. This inclusive article recognizes and acknowledges that the stories, ideas, experiences, vision, and

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Albritton, Travis, Charity S. Watkins, Allison De Marco, JP Przewoznik, and Andrew Heil. "Social Work Education in the Shadow of Confederate Statues and the Specter of White Supremacy." Advances in Social Work 21, no. 2/3 (2021): 934–53. http://dx.doi.org/10.18060/24105.

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Driven by our code of ethics and our call to reckon with our embeddedness within a white supremacist institution in the US South, the UNC-Chapel Hill School of Social Work re-visioned our approach to the MSW curriculum. Using case study methods, we trace our history and on-going work through interviews, document review, and community conversations, centering student voices. Students interviewed spoke about activism prompted by racist events on campus and nationally, and the inadequate response from the administration. Their efforts led to school-wide initiatives including curriculum shifts and

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Broad, K. L. "RE-STORYING BELOVED COMMUNITY: INTERSECTIONAL SOCIAL MOVEMENT STORYTELLING OF ANTIRACIST GAY LIBERATION*." Mobilization: An International Quarterly 25, no. 4 (2020): 513–32. http://dx.doi.org/10.17813/1086-671x-25-4-513.

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This article details intersectional social movement storytelling produced by a racially mixed group of gay men in the 1980s to articulate, and insist upon, antiracist gay liberation. Based on a larger project of narrative ethnography of the organization Black and White Men Together (BWMT), I describe how BWMT drew upon the movement story of an ideal community from the civil rights movement (Beloved Community) and re-storied it to confront a narrow gay movement and reassert an anti-racist gay liberation critique. I trace how they did so via storytelling strategies using (1) “salience work” and

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Rabaka, Reiland. "W.E.B. DuBois's “The Comet” and Contributions to Critical Race Theory: An Essay on Black Radical Politics and Anti-Racist Social Ethics." Ethnic Studies Review 29, no. 1 (2006): 22–48. http://dx.doi.org/10.1525/esr.2006.29.1.22.

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No longer considered the exclusive domain of legal studies scholars and radical civil rights lawyers and law professors, critical race theory has blossomed and currently encompasses and includes a wide range of theory and theorists from diverse academic disciplines. Its most prominent practitioners, initially law professors and “left scholars, most of them scholars of color” employing the work of the breathtakingly brilliant African American lawyer, scholar, and activist Derrick Bell (2005) as their primary point of departure, borrowed from many of the political and theoretical breakthroughs o

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Niewolny, Kim L. "Boundary politics and the social imaginary for sustainable food systems." Agriculture and Human Values 38, no. 3 (2021): 621–24. http://dx.doi.org/10.1007/s10460-021-10214-0.

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AbstractIn this essay, Kim Niewolny, current President of AFHVS, responds to the 2020 AFHVS Presidential Address given by Molly Anderson. Niewolny is encouraged by Anderson’s message of moving “beyond the boundaries” by focusing our gaze on the insurmountable un-sustainability of the globalized food system. Anderson recommends three ways forward to address current challenges. Niewolny argues that building solidarity with social justice movements and engendering anti-racist praxis take precedence. This work includes but is not limited to dismantling the predominance of neoliberal-fueled technoc

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Wood, James R. "The Social Good of a Sacramental Ecclesiology: De Lubac, Liberation Theology, and Progress." Journal of the Council for Research on Religion 2, no. 2 (2021): 15–34. http://dx.doi.org/10.26443/jcreor.v2i2.48.

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Joseph Flipper has recently charged Henri de Lubac with a failure to extend notions of sacramental significance beyond the liturgical fellowship of the Church. This apparent restriction is displayed most prominently in de Lubac’s reservations about liberation theology and programs of “progress.” This article examines de Lubac’s criticisms of – and convergences with – liberation theology, with a focus on the work of Gustavo Gutiérrez, who admits the influence of de Lubac on his own thought and offers a somewhat different version of a sacramental ecclesiology. I show that considering the socio-p

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Wood, James R. "The Social Good of a Sacramental Ecclesiology: De Lubac, Liberation Theology, and Progress." Journal of the Council for Research on Religion 2, no. 2 (2021): 15–34. http://dx.doi.org/10.26443/jcreor.v2i2.53.

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Joseph Flipper has recently charged Henri de Lubac with a failure to extend notions of sacramental significance beyond the liturgical fellowship of the Church. This apparent restriction is displayed most prominently in de Lubac’s reservations about liberation theology and programs of “progress.” This article examines de Lubac’s criticisms of – and convergences with – liberation theology, with a focus on the work of Gustavo Gutiérrez, who admits the influence of de Lubac on his own thought and offers a somewhat different version of a sacramental ecclesiology. I show that considering the socio-p

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Birdsell Bauer, Louise, and Cynthia Cranford. "The community dimensions of union renewal: racialized and caring relations in personal support services." Work, Employment and Society 31, no. 2 (2016): 302–18. http://dx.doi.org/10.1177/0950017016653094.

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Union renewal research calls for moving beyond broad terms, like community unionism, to specify how social relations of work shape renewal for different workers, sectors and contexts. Analysis of interviews with union officials and union members in publicly funded, in-home personal support reveal two community dimensions: both caring and racialized relations between workers and service recipients. Scholarship on care workers emphasizes empathy and coalition with service recipients as a key aspect of union renewal, yet says little about racialized tensions. Studies of domestic workers emphasize

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Pastor, Aaren. "Unwarranted and Invasive Scrutiny: Caster Semenya, Sex-Gender Testing and the Production of Woman In ‘Women’s’ Track and Field." Feminist Review 122, no. 1 (2019): 1–15. http://dx.doi.org/10.1177/0141778919849688.

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This article discusses the imbrication of racialising and sexualising scientific practices of gender testing and verification in elite athletics competition, and their intersection with social politics, using as a theoretical frame the feminist, anti-racist work of Hortense Spillers (2003), Judith Butler (1990, 1993a, 1993b, 2004) and Anne Fausto-Sterling (2000), among others. It traces the practice of sex-gender testing of ‘women’ at sanctioned International Association of Athletics Federations (IAAF) and International Olympic Committee (IOC) track and field competitions in order to contextua

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Trotter, Joy. "Book reviews : Dominelli, Lena (1997). Anti-Racist Social Work, 2nd edn. London: Macmillan Press. 192 pp. (including index). ISBN 0-333-68719-1." International Social Work 41, no. 2 (1998): 268–70. http://dx.doi.org/10.1177/002087289804100216.

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Singh, Sukhwinder. "What do we know the experiences and outcomes of anti-racist social work education? An empirical case study evidencing contested engagement and transformative learning." Social Work Education 38, no. 5 (2019): 631–53. http://dx.doi.org/10.1080/02615479.2019.1592148.

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Gooding, Anita, and Gita R. Mehrotra. "Interrupting White Supremacy in Field Education." Advances in Social Work 21, no. 2/3 (2021): 311–30. http://dx.doi.org/10.18060/24095.

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As social work’s signature pedagogy, field education socializes students into their professional roles as practitioners. However, for students and field instructors of color, racial microaggressions add another dimension to the practice experience. Utilizing findings from a qualitative study exploring the experiences of Black, Indigenous, and People of Color (BIPOC) social work students and agency-based field instructors, this paper highlights experiences of microaggressions in field placement settings. Specifically, BIPOC students and field instructors described being tokenized in agencies, f

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