ABSTRACT

Social work’s (SW) goal of preparing a workforce more representative of the diversity of people served by the profession requires the use of theories that actively confront long-held assumption of White hegemony. This paper centers the discussion of race for its simultaneous invisibility and its power to transform SW educational spaces in the United States (US) context. An overview of the cultural competence (CC) model, a theoretical framework often used to prepare SW practitioners, is provided with a critique of its avoidance of any analysis of race and racism. The ways in which this “color-blind” approach severely limits the CC model’s ability to both recognize and meet the needs of Black SW students as they navigate their dual-identities as professionals-in-training and members of a racial group who has endured historical oppression are explored. Critical race theory (CRT) is offered as an alternative conceptual framework which centers discussions of race and racism, offering opportunities to both recognize and support the learning needs and experiences of Black SW students. Guidelines for adapting SW curricula and assignments to utilize CRT in ways that support the development of critical analytic skills for SW practice are provided. Global implications for this work beyond the American context are discussed throughout.

摘要

社会工作 (SW) 的目标是培养一支更能代表该行业所服务人群的多样性的劳动力，这需要使用积极面对长期持有的白人霸权假设的理论。本文集中讨论种族，因为它同时具有隐形性及其在美国 (US) 环境中改变 SW 教育空间的力量。文化能力 (CC) 模型的概述，一个经常用于准备 SW 从业者的理论框架，并对其避免任何种族和种族主义分析的批评提供。这种“色盲”方法严重限制了 CC 模型识别和满足黑人 SW 学生需求的能力，因为他们在接受培训的专业人士和忍受种族群体成员的双重身份中导航探索历史压迫。批判性种族理论 (CRT) 作为替代概念框架提供，该框架以种族和种族主义讨论为中心，提供机会来认识和支持黑人 SW 学生的学习需求和经验。提供了调整 SW 课程和作业的指南，以利用 CRT 支持开发 SW 实践的关键分析技能。在整个美国范围内讨论这项工作的全球影响。批判性种族理论 (CRT) 作为替代概念框架提供，该框架以种族和种族主义讨论为中心，提供机会来认识和支持黑人 SW 学生的学习需求和经验。提供了调整 SW 课程和作业的指南，以利用 CRT 支持开发 SW 实践的关键分析技能。在整个美国范围内讨论这项工作的全球影响。批判性种族理论 (CRT) 作为替代概念框架提供，该框架以种族和种族主义讨论为中心，提供机会来认识和支持黑人 SW 学生的学习需求和经验。提供了调整 SW 课程和作业的指南，以利用 CRT 支持开发 SW 实践的关键分析技能。在整个美国范围内讨论这项工作的全球影响。