January 2016
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28 Reads
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2 Citations
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January 2016
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28 Reads
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2 Citations
December 2015
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566 Reads
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5 Citations
In 1987, the Canadian Association of Schools of Social Work adopted policies and accreditation standards that reflect the profession's commitment to address issues of race, ethnicity, and cultural diversity in its programs and curricula. Task force recommendations to emphasize antiracism in schools of social work were contested and resisted. Since then, various shifts in perspectives have emerged and adopted in social work to varying degrees. Despite efforts to advance antiracism, and more specifically anti-Black racism and anticolonialism in social work education, anti-oppression has been more palatable to mainstream social workers. To advance the profession, these perspectives must be understood and addressed.
August 2015
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1,694 Reads
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33 Citations
Nurse Education in Practice
Several authors have highlighted the importance of writing in developing reflective thinking skills, transforming knowledge, communicating expressions, and filling knowledge gaps. However, difficulties with higher order processing and critical analysis affect students' ability to write critical and thoughtful essays. The Building a Scholar in Writing (BSW) model is a 6-step process of increasing intricacies in critical writing development. Development of critical writing is proposed to occur in a processed manner that transitions from presenting simple ideas (just bones) in writing, to connecting ideas (connecting bones), to formulating a thesis and connecting key components (constructing a skeleton), to supporting ideas with evidence (adding muscle), to building creativity and originality (adding essential organs), and finally, developing strong, integrated, critical arguments (adding brain). This process symbolically represents the building of a scholar. The idea of building a scholar equates to progressively giving life and meaning to a piece of writing with unique scholarly characteristics. This progression involves a transformation in awareness, thinking, and understanding, as well as advancement in students' level of critical appraisal skills. Copyright © 2015 Elsevier Ltd. All rights reserved.
January 2012
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447 Reads
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2 Citations
July 2011
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1,007 Reads
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80 Citations
International Journal of Child Youth and Family Studies
Anti-oppression emerged in the 1990s as a perspective for challenging inequalities and accommodating diversity within the field of social work, including child welfare in Canada. Using the concepts of white supremacy, anti-Black, and anti-Native racism in conjunction with the notion of the exalted national subject (Thobani, 2007), we contend that any understanding of the overrepresentation of Aboriginal and Black children in the care of child welfare services must be located within the wider narrative of white supremacy that has underpinned the formation of the post-war welfare state. This overrepresentation highlights the need to shift from anti-oppression to critical race feminism and anti-colonialism perspectives in order to address more effectively anti-Black and anti-Native racism and the economy of child welfare.
July 2011
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549 Reads
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57 Citations
Journal of Progressive Human Services
Drawing on focus group data highlighting the perceptions and experiences of racialized child protection workers in the Greater Toronto Area, this article explores the ways in which race operates in the Ontario child welfare system. Most study participants experienced the agencies in which they worked as White-normed environments characterized by systemic racial discrimination in promotion and advancement as well as ongoing instances of racial microaggression—common, everyday practices that denigrate people of color. Several participants spoke of having to contend with White-normed and middle-class-oriented policies, tools, and practices that often prevented them from meeting the unique needs of racialized service users. The article concludes with participants' recommendations for creating a more equitable child welfare system.
May 2009
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1,615 Reads
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261 Citations
Journal of Progressive Human Services
This article argues that cultural competency promotes an obsolete view of culture and is a form of new racism. Cultural competency resembles new racism both by otherizing non-whites and by deploying modernist and absolutist views of culture while not using racialist language. Drawing on child welfare, cultural competence is shown to repeat what Lowe (1993) calls an ontology of forgetting Canada's history of colonialism and racism. A recommendation is made for jettisoning cultural competency and emphasizing instead a self-reflexive grappling with racism and colonialism.
... According to Bailey et al. (2016), 'intellectual partnership' requires both the active, authoritative teacher and the passive, powerless learner to transform into partnership roles (See Fig. 1). Such transformation involves courage and risk-taking, but critical human rights proponents of the Intellectual Partnership Model (IPM) argue that knowledge and power are not solely owned by the educator. ...
January 2016
... In line with the profession's commitment to social justice, social work schools in Canada are called upon to address historic and ongoing structural and systemic racism and inequities throughout their curriculum (CASWE-ACFTS, 2021). Clarke et al. (2015) highlights the importance of offering more than a few mandatory courses on anti-racism to better address race, ethnicity, colonialism, and anti-Black racism. Of note, race is defined as groups sharing common physical characteristics, which are socially constructed, whereas ethnicity describes groups with shared identities, ancestry, language, and/or culture (Cornell & Hartmann, 2007). ...
December 2015
... Reflective writing is a self-discovery process and has a significant impact on changing thoughts, actions, attitudes, and the formation and enhancement of critical thinking during clinical education [22,23]. During their educational and professional journeys, both nurses and nursing students learn from patient stories from both personal and professional perspectives [24]. ...
August 2015
Nurse Education in Practice
... Since contemporary inequities of racial discrimination are related to historic global colonization, an anti-colonial perspective can aid in challenging the racism rooted in colonialism (62,65,66). An anti-colonial perspective is concerned with resistance against imperial and colonial ideologies/practices, while upholding equality and justice to re-establish Indigenous forms of knowledge and culture that reflects and centres around the global majority (66,67). ...
July 2011
International Journal of Child Youth and Family Studies
... At the same time, most participants in my research experienced a degree of alienation from what they perceived to be an Anglo/White-normed and -dominated society that, in most realms, excludes and marginalizes Black people (Gosine, 2008; see also Feagin & Sikes, 1994;Lacy, 2004). While such individuals are shielded to some or maybe even a significant degree by their class position or aspirations, social scientists have employed the term "microaggression" to describe the subtle, covert, often unconscious everyday forms of racism that middle-class Blacks experience in White-dominated workplaces (Gosine & Pon, 2011;Sue et al, 2007). ...
July 2011
Journal of Progressive Human Services
... Anti-racism represents a departure from multiculturalism and cultural competency that had previously prevailed in higher education discourse. While well-meaning, multiculturalism and cultural competency have often been critiqued for not emphasizing the power dynamics that play out across ethno-racial groups (9). In general, anti-racism efforts are still inchoate across institutions OPEN ACCESS EDITED BY Raúl Sampieri-Cabrera, National Autonomous University of Mexico, Mexico of higher education. ...
May 2009
Journal of Progressive Human Services