The imperative and promise of neo-abolitionism in social work

2020 ◽  
pp. 146801732095204
Author(s):  
Joshua R Gregory

Summary Neo-abolitionism, the social movement to abolish whiteness, contends that whiteness—not white people—possesses no humane or redeemable quality, in and of itself, but functions solely as the keystone of racialization and systemic racial oppression. Neo-abolitionism has not garnered legitimacy or secured broad commitment from any profession or discipline in the United States. This is unsurprising given the existential anathema, to a society founded upon white supremacy, of such a direct ideological affront and material challenge to the reigning social and institutional order. Practically speaking, though, neo-abolitionism has failed to translate theoretical philosophy to a viable sociopolitical agenda comprised of actionable routes toward social change that might subvert the hegemony of whiteness and erode the social construction of race. As whiteness increasingly inflicts harm and sows division in the contemporary historical moment, social work faces the imperative to seriously consider the merits of neo-abolitionism. Findings Where neo-abolitionism has stalled in attempts to move beyond theorization and academic debate in disciplines such as history and sociology, the organizing capacity, praxis techniques, and advocacy expertise of social work—as much a profession as a discipline—offer means of real progress toward abolishing the ideological and material supports of the social construction of whiteness at large, which proliferates racial injustice and undergirds myriad inequities beyond race. Applications Neo-abolitionism addresses the imperative faced by social work, in research, practice, and pedagogy, to move beyond mediation and toward elimination of the structural injustices and manifest inhumanities in lived experience propagated by white hegemony.

2021 ◽  
pp. 245-292
Author(s):  
Scott C. Alexander

This essay applies an intersectional approach to the analysis of the history of anti-Catholicism and Islamophobia in the United States as manifestations of White supremacy. It offers a comparative analysis of these two phenomena in an attempt to suggest that a certain intersection exists between each and the social construction of Whiteness and the maintenance of White power and privilege in US American history. It concludes with observations on progress in the development of Catholic–Muslim relations through concerted efforts by the US Conference of Catholic Bishops and various US Muslim organizations, noting that the majority of Catholics in the United States have benefited from White privilege.


2021 ◽  
Vol 21 (2/3) ◽  
pp. 331-353
Author(s):  
Nia Johnson ◽  
Paul Archibald ◽  
Anthony Estreet ◽  
Amanda Morgan

The social work profession is not exempt from fueling institutional racism, which affects the provision of social work practicum education for Black social work students. This article highlights how the historical and current social cost of being Black in the United States presents itself within social work education’s signature pedagogy. Social workers who hold bachelor’s degrees in social work (BSW) are more likely to be Black than those holding master’s degrees in social work (MSW; Salsberg et al., 2017). It takes Black students longer to earn an MSW degree though they are more likely to hold a BSW while also having work experience related to the social work profession; this is indicative of a flawed system. The implications of this are explored by highlighting social work’s historical context and the role privilege holds within a profession charged with working towards social justice. Critical Race Theory (CRT) is utilized to unearth how the current state of social work practicum upholds a culture of white supremacy through covertly racist requirements and practices. Case examples are utilized to demonstrate the challenges Black students face as social work practicum mimics oppressive practices and perpetuates disparities in the social work landscape. Additionally, this article explores oppression’s role in treating vulnerable social work students and how that treatment is reflected in the workforce, ultimately informing service delivery.


Author(s):  
Tracy Whitaker ◽  
Lauren Alfrey ◽  
Alice B. Gates ◽  
Anita Gooding

The concept of White supremacy is introduced and its impact on society and the social work profession is examined. The ideological and historical foundations of Whiteness in the United States are summarized, and an overview is provided of the legal supports that codified White supremacist ideas into structural racism. White supremacy’s influence on social work is discussed, with an emphasis on language and concepts, history, pedagogy, and organizations. Critical theory and practice frameworks are explored as responses to White supremacy. The limitations of social work’s responses and specific implications for macro social work are discussed.


Affilia ◽  
2019 ◽  
Vol 34 (3) ◽  
pp. 393-398
Author(s):  
Elizabeth Beck

2018 ◽  
Vol 15 (40) ◽  
Author(s):  
Gilmaisa Macedo da Costa

Resumo − Este artigo tem por finalidade revisitar o tema das origens do Serviço Social em seu processo de institucionalização nos Estados Unidos. Expõe aspectos das bases históricas e teóricas da profissão, revelando conteúdos referentes ao Serviço Social clássico, hoje pouco analisado no interior da formação, limitando possivelmente a informação aos estudantes e profissionais sobre a produção do Serviço Social em seu contexto originário e talvez até mesmo a crítica a ele realizada. O texto trata do pensamento de Mary Ellen Richmond e sua proposição do Serviço Social de casos individuais, mostrando as bases teórico-metodológicas para uma ação sobre os indivíduos sociais em meio a um conjunto de interpretações divergentes sobre o tema. O pensamento de Richmond exerceu forte influência no Serviço Social europeu e no Brasil, oferecendo o suporte para que se fizesse uma crítica às tendências oriundas da base positivista e as insuficiências ali contidas como proposição conservadora. Palavras-Chave: Serviço Social clássico; institucionalização; bases teórico-metodológicas.   Abstract − This article aims to revisit the origins of social work in its process of institutionalization in the United States. It exposes aspects of the historical and theoretical bases of the profession, revealing contents referring to classic social work that are little analyzed today in undergraduate courses, possibly restricting information valuable to students and professionals about the inception of social work in its original context and perhaps even the criticism it received. The text deals with the thought of Mary Ellen Richmond and her proposal of the social work of individual cases, showing the theoretical-methodological bases for an action on social individuals in the middle of a set of divergent interpretations on the subject. Richmond's thought exerted a strong influence on both European and Brazilian social work, offering support to the criticism of tendencies originating from the Positivist base and the inadequacies contained therein as a conservative proposition. Keywords: classic social work; institutionalization; theoretical-methodological bases.  


2021 ◽  
Vol 123 (4) ◽  
pp. 1-26
Author(s):  
Jeanne M. Powers ◽  
Kathryn P. Chapman

Background In the past decade, the laws governing teachers’ employment have been at the center of legal and political conflicts across the United States. Vergara v. California challenged five California state statutes that provide employment protections for teachers. In June 2014, a California lower court declared the statutes unconstitutional because they exposed students to “grossly ineffective teachers.” Purpose The purpose of the article is to document and analyze how Vergara was presented in the print news media. It is important to understand how the print news media presents education policy debates to the public, because the print news media shapes the general public's understanding of education and other public policy debates by providing frames and themes for interpreting the issues in question and people associated with them. Research Design Using the social construction of target populations and political spectacle as conceptual lenses, we conducted a content analysis of print news media articles on the Vergara case published between June 2012 and November 2014. We provide a descriptive overview of the full corpus of articles published during this period and a thematic analysis of the 65 unique news articles published in the aftermath of the decision. The latter focuses on news articles because they are intended to provide more objective coverage of the case than opinions or editorials. Findings In the print news media coverage, the word “teacher” was often paired with a negative qualifier, which suggests that Vergara was an effort to change the relatively advantaged social construction of teachers. Similarly, metaphors and the illusion of rationality associated with political spectacle were used in ways that bolstered the plaintiffs’ claims. While Vergara consumed a substantial amount of philanthropic and public dollars, ultimately it did not change the policies that govern teachers’ employment in California. Vergara may have been more successful in shaping the general public's perceptions of teachers and the conditions of teachers’ employment in the period following the trial.


Sign in / Sign up

Export Citation Format

Share Document