Examining Structural Racism in the U.S.: Pedagogical Resources & Curriculum Support

Journal: International Journal of Higher Education

The purpose of social work is actualized through its commitment to diversity and differences in practice, as well as human rights, social, economic, and environmental justice. A review of literature on microaggressions and oppression against marginalized and vulnerable populations suggests important themes that social work instructors need to examine with students. It is unclear to what extent instructors use pedagogical tools to gain knowledge, skills, and critical consciousness to navigate social justice contents and manage difficult conversations with diverse student groups in class settings. Not much attention is paid in social work education on how well instructors are prepared to teach this content in depth and what challenges they face when facilitating highly sensitive and difficult discussions with students. This article described and evaluated five sets of reflective, experiential, and collaborative activities in a social justice course designed to help social work students examine the histories of various identity groups that have experienced discrimination and oppression and increase their self-awareness of both privilege and personal bias in one's life. These activities include: (1) reflective reading notes; (2) critical reflection paper; (3) brief lecture and experiential class activities and discussion; (4) collaborative group presentations and role-plays; and (5) cultural competency plan.

Source: Equity & Excellence in Education

In this study, we share the racialized experiences of 29 students of color in higher education and student affairs graduate programs, focusing specifically on their relationships with faculty, their experiences in classrooms, and the strategies they recommend for inclusion. Participants indicated that they are expected to serve as the racial expert in classrooms and that many faculty fail to effectively facilitate discussions related to race and racism and to intervene in instances of racial microaggressions. Participants convey effective strategies to build racially-inclusive classrooms which include authenticity, vulnerability, and validation.

Source: Journal of Teaching in Social Work

Teaching about racism creates challenging issues for educators and students alike. Using experiential learning and a public-access curriculum to teach about racism and social inequality, graduate and undergraduate students participated in this elective course. The hybrid “minimester” course focused on affective responses to classroom activities, written assignments, and online discussion forum postings. A pretest-posttest survey design was used and the results showed statistically significant changes in racial attitudes and cultural awareness among participants.

Source: Journal of Teaching in Social Work

Teaching for diversity and social justice is the teaching of complex abstract ideas about privilege and oppression, such as the social construction of social groups and identity. An effective way to teach this material is with experiential learning, but this approach requires much more than exercises and activities. Courses must be consciously structured to emphasize both the elements and cycle of experiential learning, as well as attending to critical thinking and the potential for cognitive dissonance. An example of this process from an undergraduate course is presented to demonstrate course construction, experiential learning strategies, and initial outcomes

Source: Journal of Teaching Social Work

Experiential exercises can be effectively incorporated into social work courses that focus on diversity, oppression, and social justice. This article describes three models of experiential activities, provides examples of exercises within the three models and empirical support for their effectiveness, and identifies criticisms surrounding their use in the classroom. The final section of the article offers general guidelines to instructors to prepare for experiential exercises, to implement them in the classroom, and to evaluate their impact on students.

Journal: Equity & Excellence in Education

The question of how to teach effectively from a clear social justice perspective that empowers, encourages students to think critically, and models social change has been a consistent challenge for progressive educators. This article intends to shed light on this issue by demonstrating how educators can utilize a social justice pedagogical lens to treat their content in ways that meet their commitment to empowering education. Specifically, this article clarifies what social justice education is by introducing readers to five key components useful in teaching from a social justice perspective: tools for content mastery, tools for critical thinking, tools for action and social change, tools for personal reflection, and tools for awareness of multicultural group dynamics. While no pedagogical approach is a panacea, this approach offers readers five specific areas to focus on in their teaching and their efforts at working toward social justice in their classrooms

Source: International Journal of Qualitative Studies in Education
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In this study, we sought to understand how Black lives matter (BLM) epistemology, as displayed through six months of social media content from official accounts, can inform a racially liberatory pedagogy in higher education for Black and other racially minoritized students. We found BLM, through Facebook and Twitter, situated intersectional Black culture in the contemporary struggle for liberation. BLM also offered information that can raise its followers’ intersectional critical consciousness. Additionally, BLM content highlighted actions that can support Black liberation. Lastly, BLM content supported the building of relationships and naming of emotions as Black people work toward their liberation. In this sense, BLM connected with elements of a racially liberatory pedagogy and offered nuances that advanced the framework. We discuss the implications of this framework for teaching in higher education.

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