Abstract
Throughout the history of social work practitioners and educators have been concerned with the plight of disadvantaged and oppressed people. This paper is concerned with the complexities of educating in the classroom for anti-oppressive and anti-discriminatory social work practice as it has evolved since the mid/late 1980s. The meaning of anti-discriminatory and anti-oppressive practice will first be outlined, then, consideration will be given to two main problematic areas which contribute to the complexities and difficulties of teaching this approach to social work practice
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