Epilogue

Abstract

From an editorial perspective and as an educator in the field of social work, education is central to promoting the next generation of social workers tackling the Grand Challenges. The original intent of the Grand Challenges for Social Work was meant as a national initiative based on four guiding principles or pillars on “outlook and action” towards solving social problems, particularly for those vulnerable members of our society that are most often affected (Barth et al., 2019). These pillars include social justice, inclusiveness, diversity, equity, and the recent addition of the Grand Challenge to Eliminate Racism (Barth et al., 2022). The Council of Social Work Education’s revised Educational Policy and Accreditation Standards (EPAS) also affirms a commitment to anti-racism in social work education (CSWE, 2022). Each of the Grand Challenges described in this book and the various ways to promote the exploration of critical issues (i.e., institutionalized systems of power, privilege, and oppression) in our classrooms and field education experiences all share this common denominator (i.e., the pillars). These pillars form the “guideposts” for action as described by the original members of the Committee on Values and Principles of the Grand Challenges for Social Work by the American Academy of Social Work and Social Welfare. The “Guideposts for Action” as described by this Committee, include the following (Barth et al., 2019, pp. 2–3): “Recognizing contexts”; “Embracing resistance, resilience, and resurgence”; “Welcoming process”; “Broadening inclusion”; “Opening up to all perspectives”; “Creating opportunities”; “Engaging purposefully”; “Evaluating accountability.”