ABSTRACT

COVID-19 has shifted social work education and widened the gaps in services for historically marginalised communities, including people of diverse cultural, sexual and gender identities and social classes. Existing inequities based on cultural differences have been magnified, perhaps most recently evident in George Floyd’s slaying and the subsequent #BlackLivesMatter demonstrations across the globe. Learning to be an ally for diverse communities and working towards the betterment of all people is a goal of social work education. We argue that simple allyship is not enough given the structural inequities present in North America and Australia the civil unrest amidst the COVID-19 pandemic. Social work education’s focus should trend towards allegiance with disadvantaged communities or critical allyship and include a commitment to undertake decisive actions to redress the entrenched colonial, capitalist, systemic and structural inequities that oppress many and provide unearned privilege and advantage to others. We explore strategies used in classrooms to promote allegiance and make recommendations for social work education, policy, and practice in this time of change.

摘要

COVID-19 改变了社会工作教育，并扩大了为历史上被边缘化的社区提供服务的差距，包括具有不同文化、性别和性别认同以及社会阶层的人。基于文化差异的现有不平等现象被放大了，也许最近在乔治·弗洛伊德 (George Floyd) 被杀以及随后在全球范围内举行的#BlackLivesMatter 示威活动中表现得最为明显。学会成为多元化社区的盟友并努力改善所有人的生活是社会工作教育的目标。我们认为，鉴于北美和澳大利亚存在的结构性不平等以及 COVID-19 大流行期间的内乱，简单的盟友关系是不够的。社会工作教育的重点应该倾向于效忠弱势群体或关键盟友，并包括承诺采取果断行动来纠正压迫许多人并为他人提供不劳而获的特权和优势的根深蒂固的殖民地、资本主义、系统性和结构性不平等现象。我们探索在课堂上用于促进忠诚的策略，并在这个变革时期为社会工作教育、政策和实践提出建议。