Abstract
This paper presents an innovative student led racial equity assignment in a small bachelor’s in social work program in the New York metropolitan area. This paper will define epistemological racism and utilize concepts from Narrative Theory and Critical Race Theory, to critically analyze what is taught about the pioneers of social work, identifying the stories and narratives that are told and the ones that are not told. This operationalization of the theories in practice with students will cultivate mindset shifts and strategies that enable participants to engage in social work practice that fully embodies the core values of the profession. Finally, the student’s reflections of this assignment will demonstrate the significance of empowerment in the social work classroom. Ultimately, the goal of this paper is to serve as a catalyst for more research and training in anti-racist pedagogy for social work educators.
Recommended Citation
Murphy, Emily; Bennett- Speight, Carol; and Mitchell-Harper, Cecily
(2025)
"Breaking Barriers: A student led racial equity assignment,"
Journal of Justice-Informed Social Work Practice and Research: Vol. 1:
Iss.
1, Article 5.
Available at:
https://spark.bethel.edu/jiswpr/vol1/iss1/5
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