Browsing by Subject "Oppression"

Now showing 1 - 3 of 3
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    Oppression in Social Work Education: How Do Oppression and Privilege Impact Social Work Educators' Pedagogy?
    (2022-09) Rudd, Stephanie Ellen; Hostetter, Carol; Kyere, Eric; Burns, Debra; Khaja, Khadija
    Social work has deep roots in and a commitment to social justice and eliminating and addressing the oppression of people of diverse backgrounds. This commitment is based on the National Association of Social Work 2021 Code of Ethics. In order for social workers to learn how to ethically challenge social injustice with cultural humility, they need to develop a high level of self-awareness, or critical consciousness (Freire, 2003) and commitment to marginalized groups. This makes the role of a social work educator a critical one. Social work educators have their own biases and experiences of oppression and privilege. In order to support and prepare social work students with the skills of self-awareness and cultural humility, the educator must analyze their pedagogy, such as the inclusion of Black, Indigenous, and People of color (BIPOC) authors, the use of open dialogue, and engagement in creating and supporting brave spaces, while accurately describing social work history. Specifically, social work educators need to be aware of their social positioning in which oppression and/or privilege shape their realities, since this impacts their sense of self and teaching practices. This proposal seeks to apply qualitative research methods to investigate whether social work educators' social positioning and the associated privilege or oppressive experiences are important to understand their pedagogical and instructional practices/strategies relative to antiracism.
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    Psychology of the Oppressed: Viewpoints
    (IUPUI ScholarWorks, 2020-07) Makki Alamdari, Sara
    This essay discusses psychological influences and processes resulted from oppression that affect the personality, behaviors, and the mind of the oppressed individuals.
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    A study of Ugandan children’s perspectives on peace, conflict, and peace-building: A liberation psychology approach
    (APA, 2018) Mayengo, Nathaniel; Namusoke, Jane; Byamugisha, Gastone; Sebukalu, Paul; Kagaari, James; Auma-Okumu, Santo; Baguwemu, Ali; Ntare, Edward Rutondoki; Nakasiita, Kirabo Nkwambe; Atuhairwe, Richard; Goretti, Maria Kaahwa; Okumu Oruma, Gerald Ojok; Thompson, Chalmer E.; Dennis, Barbara
    Bulhan (2015) urged psychologists to advance their research and practice by attending to metacolonialism, a structural phenomenon built on a history of violence and oppression that assaults all manner of individual, community, and societal well-being. In line with this urging, a primarily Ugandan team of researchers conducted a study of primary schoolchildren’s perspectives on conflict, peace, and peace-building. In the original study, which is briefly reviewed in this manuscript, the children were drawn from 2 Ugandan schools, one located in the northern region and the other in the central region. At each stage of the research process, the team members sought to recognize and resist the reproduction of metacolonialism while move toward more emancipatory practices. In this theoretical article, we explain how we applied a liberation psychological approach to the design, conduct, and analysis of the study. We also show how the findings of the study contribute to our ongoing work in fostering structural changes in one of the schools, its surrounding region, and the nation as a whole.