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Black in the Classroom: Teaching Anti-Oppressive Practice in White Spaces
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| Authors/collaborators |
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| Title |
Black in the Classroom: Teaching Anti-Oppressive Practice in White Spaces
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| Abstract |
In 2019, the three Black social work instructors simultaneously taught a required anti-oppressive practice (AOP) course to a cohort of undergraduate social work students. Through collective autoethnography, they sought to deepen their understanding of their experience within the classroom and how their identity as Black women was negotiated within the space. The authors used personal narrative essays and data from three autoethnographic conversations as the basis of their analysis. They found three overarching themes that emerged from the data: vulnerability and precarity, disembodiment from Black identity, and neutrality and objectivity. They conclude that their study has special implications for Black female social work instructors teaching AOP and is relevant in determining how to dismantle anti-Black racism in social work education and practice.
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| Publication |
Journal of Teaching in Social Work
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| Volume |
Vol. 44
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| Issue |
no. 2
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| Pages |
157-174
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| Date |
May 2022
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| Language |
en
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| Citation |
Boatswain-Kyte, Alicia, Syndie David, and Nicole Mitchell. “Black in the Classroom: Teaching Anti-Oppressive Practice in White Spaces.” Journal of Teaching in Social Work Vol. 44, no. 2 (May 2022): 157–174.
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