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Black social work faculty engaging antiracist pedagogy: a phenomenological study.

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Titel: Black social work faculty engaging antiracist pedagogy: a phenomenological study.
Autoren: Cranfield, Adana A.1 (AUTHOR) a.cranfield@depaul.edu
Quelle: Journal of Teaching in Social Work. Nov/Dec2025, Vol. 45 Issue 5, p792-812. 21p.
Schlagwörter: *ANTI-racism education, *SOCIAL work education, *BLACK people, *PHENOMENOLOGY, *DIVERSITY & inclusion policies, *CURRICULUM planning, *SOCIAL justice, *SOCIAL marginality
Abstract: Commitment to social justice is a foundational principle that often distinguishes social work from other helping professions. As such, social work education aims to prepare students to serve marginalized communities. Social work pedagogy has evolved to integrate antiracism in the competency-based education framework set by the Council on Social Work Education (CSWE). The 2022 Educational Policy and Accreditation Standards (EPAS) holds students to an understanding of the impact of White supremacy and privilege as a means of engaging antiracism, diversity, equity, and inclusion (ADEI) in practice. Furthermore, social work education's novel ADEI language and renewed commitment to dismantling systems of oppression requires an equitable and inclusive learning environment fostered by faculty and administrators. This phenomenological exploration gives voice to the lived experiences of Black faculty cultivating antiracism within accredited social work programs across Illinois. Findings from a focus group that included five participants revealed the following themes: (a) focused effort on decentering Whiteness in the core curriculum, (b) deep care for student growth, (c) heightened awareness of physical presence in male professors, (d) immense desire for community of antiracist professionals. [ABSTRACT FROM AUTHOR]
Datenbank: Academic Search Index
Beschreibung
Abstract:Commitment to social justice is a foundational principle that often distinguishes social work from other helping professions. As such, social work education aims to prepare students to serve marginalized communities. Social work pedagogy has evolved to integrate antiracism in the competency-based education framework set by the Council on Social Work Education (CSWE). The 2022 Educational Policy and Accreditation Standards (EPAS) holds students to an understanding of the impact of White supremacy and privilege as a means of engaging antiracism, diversity, equity, and inclusion (ADEI) in practice. Furthermore, social work education's novel ADEI language and renewed commitment to dismantling systems of oppression requires an equitable and inclusive learning environment fostered by faculty and administrators. This phenomenological exploration gives voice to the lived experiences of Black faculty cultivating antiracism within accredited social work programs across Illinois. Findings from a focus group that included five participants revealed the following themes: (a) focused effort on decentering Whiteness in the core curriculum, (b) deep care for student growth, (c) heightened awareness of physical presence in male professors, (d) immense desire for community of antiracist professionals. [ABSTRACT FROM AUTHOR]
ISSN:08841233
DOI:10.1080/08841233.2025.2567244