ABSTRACT Inadequate attention to race, racism, and Whiteness in social work education ineffectively prepares White students to work with historically excluded racial and ethnic groups, and undermines the profession’s fundamental commitment to social justice. This article presents experiences of eight White social work students confronting race, racism and Whiteness during a study abroad program in West Africa. The students’ learning experiences included exposure to historical White dominance and exploitation through visiting former slave trade sites, connecting with modern African culture, and interactions and dialogue with their African American and African peers. This case study uncovers a continuum of students’ reactions and outcomes, including avoidance, defensiveness, White humility, and a pull toward anti-racism advocacy. As a co-creator in this work, the White researcher exposes her experiences relating to the students. Findings suggest that engagement with critical Whiteness pedagogy and skilled management of students’ emotional responses are crucial teaching strategies for social work educators.

中文翻译：

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面对白人：美国白人社会工作学生在西非出国留学的经历

摘要在社会工作教育中对种族，种族主义和白人的重视不足，使白人学生无法与历史上受排斥的种族和族裔群体打交道，并且破坏了该职业对社会正义的基本承诺。本文介绍了八名白人社会工作学生在西非出国留学计划期间遇到种族，种族主义和白人问题的经历。这些学生的学习经历包括通过参观以前的奴隶贸易场所，与现代非洲文化联系以及与他们的非裔美国人和非洲同龄人的互动和对话，来了解白人在历史上的统治地位和剥削。本案例研究揭示了学生的反应和结果的连续性，包括回避，防御，白人谦卑以及对反种族主义倡导的吸引力。作为这项工作的共同创造者，白人研究人员展示了她与学生有关的经历。研究结果表明，与批判性的Whiteness教学法和对学生情绪反应的熟练管理相结合，是社会工作教育者的关键教学策略。