Teaching Anti-Racism in an Aging Services Course: Lessons Developed and Lessons Learned

Despite high levels of racial disparities in health and well-being among older adults, curricula addressing how aging services systems contribute to or work to ameliorate these disparities are scarce. This paper introduces a module on inequalities and anti-racism in aging developed for an online course on aging services within a Master of Social Work program. First, materials that help students identify and understand racial inequalities in aging and in the programs that serve older adults are presented. Next, students are introduced to the applied context of how COVID-19 has exacerbated these inequalities. Finally, students critically engage in reflections and assessments of the available resources within aging services and advocacy organizations, providing recommendations for how these systems may better incorporate anti-racist practices. Challenges and opportunities will be discussed, including piloting this module in a virtual, asynchronous environment.

Yearning For Tawhid: Three Muslims’ Journeys In Justice Work In The Settler Colonial Context Of Toronto

This critical narrative study seeks to explore two central research questions: 1) How do Muslim peoples understand, approach and engage in social justice work in and around Toronto and what are their experiences, and 2) What are the ways in which Islam and spirituality influence, impact and shape their social justice work? Using a lens that involves critical race theory, anti-colonialism and Islam, I delve deep into my own experiences and perspectives on Islam, spirituality and social justice work, as well as those of two other Muslim social justice advocates involved in Indigenous sovereignty, Black liberation and anti-Islamophobia movements. The findings of this study offer deep critical insights on the state of anti-oppressive and transformative social work and social justice spaces in the settler colonial context of Toronto. Central concepts explored in this work include dynamics of anger, significant relationships and Islamic concepts such as tawhid. It has been completed as partial completion of the Master of Social Work Program at Ryerson University.

Yearning For Tawhid: Three Muslims’ Journeys In Justice Work In The Settler Colonial Context Of Toronto

This critical narrative study seeks to explore two central research questions: 1) How do Muslim peoples understand, approach and engage in social justice work in and around Toronto and what are their experiences, and 2) What are the ways in which Islam and spirituality influence, impact and shape their social justice work? Using a lens that involves critical race theory, anti-colonialism and Islam, I delve deep into my own experiences and perspectives on Islam, spirituality and social justice work, as well as those of two other Muslim social justice advocates involved in Indigenous sovereignty, Black liberation and anti-Islamophobia movements. The findings of this study offer deep critical insights on the state of anti-oppressive and transformative social work and social justice spaces in the settler colonial context of Toronto. Central concepts explored in this work include dynamics of anger, significant relationships and Islamic concepts such as tawhid. It has been completed as partial completion of the Master of Social Work Program at Ryerson University.

Resilience-based intervention for youth: An initial investigation of school social work program in Kuwait

This article describes the preliminary investigation of the initial feasibility of the ‘ Fostering Youth Resilience Project’, a universal school-based program delivered by school social workers to 54 high school students in Kuwait. Results reported significant positive change and high satisfaction with the program. The study provided initial evidence support to the applicability of the program for youth in a non-Western culture. Future research needs to evaluate the effect of the program in larger groups, using controlled trials and longer term follow ups. Discussion of limitations and practical implications for the social work profession are presented.

“Storytelling from the Colonial Margins of the Academy: Urban Mixed Ancestry Indigenous experience in and around social work classrooms of T’karonto”

This is an Indigenous research journey. This journey focuses on the stories of the lived experiences of Urban Mixed Ancestry Indigenous students in T’karonto while attending post-secondary social work classrooms where they received Indigenous focused or indigenized curricula. Using a Mohawk approach to research (that includes traditional teachings from an Elder and a storytelling approach), this paper explores the impact this curriculum has on Urban Mixed Ancestry Indigenous social work students as they express their stories of attending university and their social work program in T’karonto - through paintings. It also explores the colonial, societal and institutional factors that cause Urban Mixed Ancestry Indigenous students to question their Indigenous identity within post-secondary social work classrooms. These stories provide knowledge on how to move forward in a good way when implementing Indigenized curricula within non-Indigenous and settler-colonial classrooms. Keywords: Indigenous, Storytelling, T’karonto, Urban, Mixed Ancestry, Social Work, Students

“Storytelling from the Colonial Margins of the Academy: Urban Mixed Ancestry Indigenous experience in and around social work classrooms of T’karonto”

This is an Indigenous research journey. This journey focuses on the stories of the lived experiences of Urban Mixed Ancestry Indigenous students in T’karonto while attending post-secondary social work classrooms where they received Indigenous focused or indigenized curricula. Using a Mohawk approach to research (that includes traditional teachings from an Elder and a storytelling approach), this paper explores the impact this curriculum has on Urban Mixed Ancestry Indigenous social work students as they express their stories of attending university and their social work program in T’karonto - through paintings. It also explores the colonial, societal and institutional factors that cause Urban Mixed Ancestry Indigenous students to question their Indigenous identity within post-secondary social work classrooms. These stories provide knowledge on how to move forward in a good way when implementing Indigenized curricula within non-Indigenous and settler-colonial classrooms. Keywords: Indigenous, Storytelling, T’karonto, Urban, Mixed Ancestry, Social Work, Students

The menu of bad options: Academic leadership during the early pandemic

This reflexive essay focuses on personal aspects of leadership, management, communication, and family experiences while chairing a U.S. social work program in higher education during the early months of the COVID-19 pandemic. Management and leadership in context of the pandemic were also shaped by the author's research and practice perspectives, as well as personal identities and experiences. The essay explores learning some of the emotional boundaries in taking care of self, family, and a social work program during the novel coronavirus crisis.