A Critical Race Perspective of Police Shooting of Unarmed Black Males in the United States: Implications for Social Work

2018 ◽  
Vol 2 (1) ◽  
pp. 33-47 ◽  
Author(s):  
Sharon E. Moore ◽  
Michael A. Robinson ◽  
Dewey M. Clayton ◽  
A. Christson Adedoyin ◽  
Daniel A. Boamah ◽  
...  
Keyword(s):  
United States ◽  
Social Work ◽  
Critical Race Theory ◽  
Black Males ◽  
Police Officers ◽  
The United States ◽  
Constitutional Rights ◽  
Critical Race ◽  
High Profile ◽  
Work Education

Recent high-profile killings of unarmed Black males underscore a stark reality in America: though Black men have the same constitutional rights as all other citizens of the United States, in practice their rights are often violated. The negative stereotype that all Black males are criminals has created an environment that perpetuates the killing of unarmed Black males by police officers as justifiable self-defense. In this article, critical race theory (CRT) provides a theoretical lens to examine and understand the persistent racism underlying the social inequities that have been thrust upon Black males in the United States of America. The authors conclude with implications and recommendations for social work education.

scholarly journals Critical Race Theory in Social Work Education

2019 ◽  
Vol 13 (2) ◽  
Author(s):  
Monique Constance-Huggins
Keyword(s):  
United States ◽  
Social Work ◽  
Critical Race Theory ◽  
Social Work Education ◽  
The United States ◽  
Critical Race ◽  
Race Theory ◽  
Divided Society ◽  
Work Education ◽  
Different Cultures

The multicultural approach is the hallmark of social work education. It pushes individuals to develop awareness of their own perspective and to acknowledge the legitimacy of other cultural views. Yet, it does not provide an opportunity for students to address the striking persistence of disparities between different cultures in the United States. Scholars contend that failure to directly and seriously address the striking inequality in a society leads to a divided society with self-destructive tendencies. In this paper I postulate that fully embracing critical race theory (CRT) in social work education can help to overcome the shortcomings of the current multicultural approach in addressing disparity in the United States. Keywords: critical race theory, multicultural, social work, education

“I’m Not going to the f***ing White House”: Twitter Users React to Donald Trump and Megan Rapinoe

2020 ◽  
pp. 216747952095077
Author(s):  
Evan L. Frederick ◽  
Ann Pegoraro ◽  
Samuel Schmidt
Keyword(s):  
United States ◽  
Critical Race Theory ◽  
Black People ◽  
The United States ◽  
Critical Race ◽  
Race Theory ◽  
Donald Trump ◽  
White House ◽  
Twitter Users ◽  
Inductive Analysis

When asked if she would go to the White House if invited, Megan Rapinoe stated, “I’m not going to the fucking White House.” The next morning, President Donald Trump posted a series of tweets in which he criticized Rapinoe’s statements. In his tweets, Trump introduced issues around race in the United States and brought forth his own notion of nationalism. The purpose of this study was to conduct an analysis of users’ tweets to determine how individuals employed Twitter to craft a narrative and discuss the ongoing Rapinoe and Trump feud within and outside the bounds of Critical Race Theory (CRT) and nationalism. An inductive analysis of 16,137 users’ tweets revealed three primary themes: a) Refuse, Refute, & Redirect Racist Rhetoric b) Stand Up vs. Know your Rights, and c) #ShutUpAndBeALeader. Based on the findings of this study, it appears that the dialogue regarding racism in the United States is quickly evolving. Instead of reciting the same refrain (i.e., racism no longer exists and systematic racism is constructed by Black people) seen in previous works, individuals in the current dataset refuted those talking points and clearly labeled the President as a racist. Additionally, though discussions of nationalism were evident in this dataset, the Stand Up vs. Know Your Rights theme was on the periphery in comparison to discussions of race. Perhaps, this indicates that some have grown tired of Trump utilizing nationalism as a means to stoke racism.

Visions of community

1999 ◽  
Vol 42 (1) ◽  
pp. 27-38
Author(s):  
Pauline Jivanjee ◽  
Susan Tebb
Keyword(s):  
United States ◽  
Social Work ◽  
Social Work Education ◽  
Work Practice ◽  
The United States ◽  
Social Work Practice ◽  
Women's Movements ◽  
Work Education

Experiences traveling in Kenya provide a backdrop to an examination of the principles and practices of the Harambee and women’s movements in Kenya as they compare with feminist social work practice in the United States. Concluding remarks address the implications of our learning for our work in social work education.

scholarly journals Color Crit: Critical Race Theory and the History and Future of Colorism in the United States

2018 ◽  
Vol 50 (1) ◽  
pp. 3-25 ◽  
Author(s):  
Robert L. Reece
Keyword(s):  
United States ◽  
Critical Race Theory ◽  
Racial Inequality ◽  
Census Data ◽  
Black Americans ◽  
The United States ◽  
Skin Tone ◽  
Critical Race ◽  
Race Theory ◽  
American Society

Critical race theory teaches that racism and racial inequality are constants in American society that stand outside of the prejudices of individuals. It argues that structures and institutions are primarily responsible for the maintenance of racial inequality. However, critical race theorists have neglected to formally examine and theorize colorism, a primary offshoot of racial domination. Although studies of colorism have become increasingly common, they lack a unifying theoretical framework, opting to lean on ideas about prejudice and preference to explain the advantages lighter skinned, Black Americans are afforded relative to darker skinned Black Americans. In this study, I deploy a critical race framework to push back against preference as the only, or primary, mechanism facilitating skin tone stratification. Instead, I use historical Census data and regression analysis to explore the historical role of color-based marriage selection on concentrating economic advantage among lighter skinned Black Americans. I then discuss the policy and legal implications of developing a structural view of colorism and skin tone stratification in the United States and the broader implications for how we conceptualize race in this country.

Social Work Education in the Federal Republic of Germany

1982 ◽  
Vol 25 (2) ◽  
pp. 2-13
Author(s):  
Jakob Braun
Keyword(s):  
United States ◽  
Social Work ◽  
Federal Republic ◽  
Educational System ◽  
Social Work Education ◽  
The United States ◽  
Federal Republic Of Germany ◽  
Work Education

This article describes social work education in the Federal Republic of Germany and how it is implemented in the Fachhochschulen, a type of profes sional school initiated in 1970/71. Following description of the educational system in Germany and the structural location of the Fachhochschulen consideration is given to curriculum and its organization within the Katholische Stiftungsfachho chschule in Munich as an example. Some comparisons are made to social work education in the United States.

Social work academia and policy in the United States

2017 ◽  
Author(s):  
Arati Maleku ◽  
Richard Hoefer
Keyword(s):  
United States ◽  
Social Work ◽  
Social Policy ◽  
Welfare State ◽  
Policy Process ◽  
Institutional Support ◽  
The United States ◽  
The Social ◽  
Work Education ◽  
Policy Engagement

This chapter examines the engagement of social work academics in the policy process in the United States. It begins by presenting an overview of social policy and the welfare state in the United States and by discussing the emergence of the social work profession in that country. The development of social work education in the United States and its contemporary features are then depicted. Following these, the methodology and the findings of a study of the policy engagement of American social work academics are presented. The findings relate to the levels of engagement in policy and the forms that this takes. The study also offers insights into various factors that are associated with these, such as perceptions, capabilities, institutional support and the accessibility of the policy process. The chapter concludes with an analysis of the findings and their implications.

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