Advancing Culturally Disruptive Pedagogies to Dismantle Anti-Black Racism in the Generalist Social Work Curriculum

Abstract

Abstract Social workers play dual roles as agents of social control and social change; therefore, the social work curriculum must prepare students to disrupt anti-Black racism that is embedded within systems. Strategies and content that effectively prepare faculty to engage in conversations about antiracist practice and advocate for the human rights of Black clients are critical to the training of social workers. There is a dearth of literature focused on using culturally disruptive pedagogies to dismantle racism in the generalist curriculum. This praxis model contends that the experiences and worldviews of people of color should be centered and normalized. This contribution provides actionable strategies and resources in developing antiracist curriculum and faculty development strategies that cut across program size and resource level. A synthesis of theories will offer a novel way to conceptualize teaching, learning, supervision, and field education to foster environments rich with transformative, antioppressive, and antiracist pathways to learning.