Recent Submissions

  • White Like Social Work

    Leverett Brown, Shena (School of Social Work, 2023-09-29)
    This essay joins personal narrative with an unpublished book review expressing my skepticism about current anti-racism rhetoric within social work programs and the performative actions that often accompany it. Here, I revisit a critique of the personal narrative written by anti-racism educator Tim Wise in White Like Me (2011) completed during course work in a doctoral program. I use my reaction to Wise’s reflection on his white privilege as material to explore and examine efforts to confront and dismantle systemic racism in social work programs and essentially throughout the profession. I challenge social work programs to think critically about the next steps towards their positions on anti-racism and their interactions with students, staff, and faculty. Finally, the conclusion summarizes the essay while offering opportunities for scholars to contribute to the conversation about dismantling, deconstructing, and divesting from racist ideology and policies in social work programs.
  • Resistance to the Academy: A Call to be a Disrupter

    Mitchell Dove, Lakindra (School of Social Work, 2023-09-29)
    This personal narrative provides an account of my path to academia as a Black woman. I recall the initial hesitation and resistance that I battled as a result of my observations, experiences, and uncertainty about my place in the academy. I discuss my non-traditional approach to securing a tenure-track position and how I have come to view my role and my presence within academia as a form of resistance to and disruption of racism. In this personal narrative, I present strategies that I have used to thrive despite racism and oppression, in addition to the challenges posed due to the pandemic. I also highlight the importance of amplifying the voices of Black women and women of color within the literature.
  • We Have Some Reconciliatory Work to Do: Kitchen Table Conversations Between Black and Brown Scholars in Canadian Academe

    Khan, Maryam; Wilson, Ciann L. (School of Social Work, 2023-09-29)
    This critically reflexive, conversation-based paper traces the lived intersectional experiences of systemic racism of two racialized women educators (Black and Brown-South Asian settler) at a Canadian university located on the traditional territories of the Anishnawbe, Haudenosaunee, and Neutral peoples. We discuss experiences of navigating whiteness in relation to “model minority” status and the discourses of diversity that permeate academe. We reflect on how racism, and specifically anti-Black racism and whiteness, are embedded in research. Some key questions we wrestled with are: How are the conversations about model minority status really about white supremacy and proximity to whiteness? How are Brown bodies played against Indigeneity and Blackness to further disenfranchise the latter and serve capitalist interests? How have academic institutions co-opted Equity, Diversity, and Inclusion (EDI) policies to benefit the status quo? The spirit of the paper encapsulates the two authors’ building solidarity by resisting racist hierarchies enshrined within academia.
  • Reflections on the Climb to Promotion and Well-Being: Confronting the Discipline, the Department, and Drama

    Wade-Berg, Jennifer A.; Robinson-Dooley, Vanessa; Kennett, Naynette; Collard, Carol (School of Social Work, 2023-09-29)
    This article offers the narratives of four Black women in a department of social work at a research-intensive university. Through their eyes, attention is brought to the types of racial injustice that can exist and how each found a way to successfully navigate the experience. Using narrative from a critical race perspective, the authors hope that readers, especially faculty of color, can see themselves and find inspiration to navigate their own departments and daily experiences.
  • Changing the System While You Are in the System Is Not Easy: Creating Cultural Safety for Native American Students on Campus

    Devereaux, Turquoise Skye; Walker, Laurie A. (School of Social Work, 2023-09-29)
    As a Native American social work student and practicum supervisor, we describe a program evaluation at a campus Native American student services site and share insights on integrating Indigenous ways of knowing, cultural practices, and a justice orientation into identities and practices. We describe disseminating findings and student efforts to work within systems to make policy changes; however, changing a system—that constantly tells you that you (and who you are) are not meant to be there—while you are in the system is not easy. We describe key engagement concepts including microaggressions, stereotype threat, tokenism, resiliency, and survivance. We—as decolonizing social work scholars—provide a vision for how to move forward together in creating culturally safe classrooms, campuses, communities, and social work practices grounded in Indigenous ways of knowing and being.
  • Social Work Educators in PWIs: Betrayed and Triggered Regularly

    Valandra (School of Social Work, 2023-09-29)
    This article chronicles some of the significant experiences I have dealt with regarding anti-black racism in the academy. I focused the article on the systemic ways I witness and experience the reproduction of whiteness and performative efforts by many of my White colleagues to give the illusion that they value racial diversity while simultaneously embracing and perpetuating whiteness in different ways in the academy. Given the pervasiveness of white supremacy within social work education, I focused my recommendations on guidance and strategies for Black faculty to survive anti-black racism and thrive within White academies to minimize stress and being betrayed and triggered regularly.
  • In My Own House: Experiencing Racism and Discrimination as a Black Academic in a School of Social Work

    Coles, D. Crystal (School of Social Work, 2023-09-29)
    Schools of social work often postulate that they are rooted in social justice and affirmed in the values and ethics of the social work profession. However, the lived experience of being a Black social work educator is oftentimes inclusive of working within an oppressive and toxic work environment, that is also a school of social work. My reflection describes the discriminatory practices exhibited in a school of social work faced by me as a Black social work educator and researcher within a research one institution. These experiences of discrimination include excessive critique, microaggressions, microinsults, and microinvalidations from senior colleagues, as well as a lack of action taken to address these discriminatory practices by administrators within the school. This piece identifies how emotionally overwhelming and mentally exhausting being a Black academic within a school of social work can be when colleagues and administrators demonstrate the actions of the oppressor.
  • three nine twenty one (3/9/21)

    Alvarez, Antonia R. G. (School of Social Work, 2023-09-29)
    This is a poem that emerged in the wake of another incident of anti-Asian violence and my own rage and exhaustion as a queer, Filipina-American social work educator and scholar-mama, teaching throughout the COVID-19 pandemic and the endemic of anti-Blackness in the United States. I reflect on the experiences of feeling sadness and anger towards Asian community members who support white supremacy, feeling like the energy that goes into my teaching is built to be drained, and the loneliness of the work. The poem ends with a metaphorical monstrosity of the body of a woman of color in the academy that appears briefly and then slinks away seeking shelter and solace, buried in the sand.
  • Love Letters for Liberatory Futures

    Jessica, Rodriguez-JenKins; Hunte, Roberta; Mitchell Dove, Lakindra; Alvarez, Antonia R.G.; Trinidad, Alma M. Ouanesisouk; Mehrotra, Gita R. (School of Social Work, 2023-09-29)
    This collection of letters serves to explore the narratives of a collective of women of color in academia by examining individual, collective, spiritual, and institutional strategies for surviving and transforming our institutional spaces and the ways that White Supremacy has shaped our journeys. Multiple perspectives are viewed, and we have written to our children, our future social work students, our future selves, our BIPOC faculty siblings, and our feared enemies to envision and embody more liberatory futures.
  • Vol. 29 No. 2 (2023): A Call for Social Work Educators to Confront and Dismantle Systemic Racism WITHIN Social Work Programs (Issue 1)

    School of Social Work (School of Social Work, 2023-09-29)
    Full version of Vol. 29 No. 2 (2023): A Call for Social Work Educators to Confront and Dismantle Systemic Racism WITHIN Social Work Programs (Issue 1)
  • Melanated and Educated: A Scholarly Personal Narrative

    Curiel, Luis O. (School of Social Work, 2023-09-29)
    I apply Scholarly Personal Narrative (SPN) in this paper as the research method to reflect on my academic experiences as a Latino within social work education. The four major components of SPN—pre-search, me-search, re-search, and we-search—facilitate my discussions on the racist encounters I have survived throughout my academic journey. Grounded in Latina/o Critical Theory (LatCrit) and Intersectionality Theory frameworks, I apply LatCrit’s testimonio (narrative) approach to explain the four major themes that emerged: assimilation and acculturation, barriers to education, microaggressions and racial gaslighting, and cultural taxation. I conclude with recommendations for recruiting and retaining men of color in social work education and discuss the potential benefits of cultural resemblance between instructor and student.
  • Reflections from the Editorial Leadership Team: A Call for Social Work Educators to Confront and Dismantle Systemic Racism Within Social Work Programs

    Baffour, Tiffany D.; Lawrence, Shonda K. (School of Social Work, 2023-09-29)
    Anti-racism is defined as “an action oriented, educational and/or political strategy for systemic and political change that addresses issues of racism and interlocking systems of social oppression” (Dei & Calliste, 2000, p. 188). This first of a two-part Special Issue of a trilogy on race and racism describes anti-racism efforts to dismantle racism in social work programs and departments. Individual transformation, organizational change, movement-building, and efforts to create more equitable and inclusive classrooms and racial equity in policies within social work programs are described. Counter-storytelling, using identity as its central theme, is used to discuss personal and/or institutional strategies for addressing, confronting, or dismantling systemic constraints that inhibit institutional change.