Abstract
Social Workers in academia may enjoy seemingly endless discussions and debates on ever-evolving “diversity concepts” including privilege, oppression, microaggressions, and white supremacy culture, but students and would-be allies are often stymied, if not altogether lost by the enormity of overcoming injustice. The 7E model for Cultural Humility and Antioppressive Practice provides specific and creative opportunities for personal and systemic change offering fledgling antiracists both structure and freedom on their unique paths to activism and allyship in keeping with their own individual, intersectional identities and bio-psycho-social development. The seven experiences discussed in the model (exposure, engaging, examining, evaluating enacting, educating, and evolving) are defined and explained. Teaching tools are provided.
Highlights
Introduction & StructureThe 7E model for Cultural Humility and Antioppressive Action depicted in figure 1 is a culmination of 15 years of experience as a social work practitioner, field director, and educator
The model moves from intrapersonal work connected to the "lifelong learning and critical self-reflection" tenet of cultural humility and moves increasingly into interpersonal and institutional level action in keeping with the tenets of "challenging power imbalances" and "holding institutions accountable" (Tervalon & Murray-Garcia, 1998, p. 118)
** If you feel tentative perhaps combat the “right to white comfort” that characterizes white supremacy culture by holding yourself to the “comfortably uncomfortable metric”—just as in physical exertion one must push to the point of taxation but not to the point of injury
Summary
The 7E model for Cultural Humility and Antioppressive Action depicted in figure 1 is a culmination of 15 years of experience as a social work practitioner, field director, and educator. Four tools that can help educators and students to create and/or mine student encounter experiences in and outside of the classroom are the Course Content Check (Table 1), Social Location Inventory (Table 2), Relational Inventory (Table 3), and Content Intake Log (Table 4) It is important to highlight Black and Brown voices and to offer an explanation wherever certain perspectives have been left out Both the Intersectional Social Location Inventory (Table 2) and the Relational Inventory (Table 3) are tools that can be used inside or outside of class for students to acknowledge and engage their own intersectional identities/lived experiences, which inform where there might be gaps in natural learning opportunities and point to places where more exposure and engagement are needed. “About Content” Check: How many content elements (readings, videos, guest speakers, etc.) are about (though not necessarily by) non-dominant status individuals/groups?
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