Integrated literacy instruction as anti-racist pedagogy in schools of social work

Abstract

Disproportionate access to literacy skills keeps many students from achieving leadership roles. Using an autoethnographic narrative as evidence, we call for an anti-racist pedagogy in accordance with the social work code of ethics – one that changes how we understand literacy in graduate programmes. We suggest that the implementation of Writing Across the Curriculum via enhanced teacher training in grammar is a necessary outcome of cultural humility at the institutional level. We find that literacy is a social justice issue within our profession and educational context. We hope to inspire more research on how standards and educational policies could meet our proposed goals for educational equality.