Teaching Note-#BlackGirlsMatter and the Social Work Curriculum : Integrating Intersectionality Within Social Work Education
Black girls in the United States face a double or triple jeopardy that places them at risk compared to White girls and other ethnic minority girls. Furthermore, their voices and experiences are often ignored and not discussed fully within the social work classrooms. Since the social work profession...
| Veröffentlicht in: | Journal of social work education. - 1998. - 59(2023), 1 vom: 17., Seite 263-269 |
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| Format: | Online-Aufsatz |
| Sprache: | English |
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2023
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| Zugriff auf das übergeordnete Werk: | Journal of social work education |
| Schlagworte: | Journal Article |
| Zusammenfassung: | Black girls in the United States face a double or triple jeopardy that places them at risk compared to White girls and other ethnic minority girls. Furthermore, their voices and experiences are often ignored and not discussed fully within the social work classrooms. Since the social work profession is founded on social justice and equity, we urge educators to center the experiences of Black girls within their curriculum by recognizing their experiences within the context of power, privilege and oppression. This teaching note presents intersectionality as a framework for teaching social work students about working effectively with Black girls by focusing on their unique social location. Specifically, we provide strategies that engage social work students through case studies using qualitative research, student reflections, educational videos, and guest speakers. By using an intersectionality lens, social work curriculums can provide an important foundation for students to understand the nuanced ways that Black girls develop and experience the world |
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| Beschreibung: | Date Revised 02.01.2024 published: Print-Electronic Citation Status PubMed-not-MEDLINE |
| ISSN: | 1043-7797 |
| DOI: | 10.1080/10437797.2021.1985026 |