Abstract
This article aims to explore anti-racist social work education through interracial team teaching, where one instructor is White, and the other is Black, Indigenous, or a Person of Color (BIPOC). This pedagogical approach is presented as an emerging conceptual model to consider in anti-racist social work education. As an anti-racist approach to teaching, this model aims to engage students and faculty in a more active and accountable role in dismantling systemic racism and White supremacy through social work education. A close examination of published articles on interracial team teaching revealed an absence of theoretical frameworks to guide this teaching method. Critical Race Theory (CRT) emerged as a compatible theoretical framework for teaching anti-racism within an interracial team-taught model. Five CRT tenets from Sólorzano et al. (2005) align with previous studies to support this emerging pedagogical approach as a viable option. Findings suggest that anti-racist education requires explicitly naming terms like White supremacy, racism, and colonization within the social work curriculum. Interracial team teaching necessitates shared power and authority between instructors and calls for White educators to examine their White identity and resist performing allyship. Academic institution hiring practices need a greater representation of BIPOC faculty to reduce overburdening faculty of color.
Highlights
This article aims to explore anti-racist social work education through interracial team teaching, where one instructor is White, and the other is Black, Indigenous, or a Person of Color (BIPOC)
By extrapolating from the five central tenets of Critical Race Theory (CRT) identified by Sólorzano et al (2005) to the three articles examined in this paper, I assumed that all five CRT tenets, whether implied or explicitly stated, would be found within each study
The following sections describe the five CRT tenets. They list the explicitly discussed, or implicitly stated, implications for social work education and practice addressed by the authors that correspond to each CRT tenet
Summary
This article aims to explore anti-racist social work education through interracial team teaching, where one instructor is White, and the other is Black, Indigenous, or a Person of Color (BIPOC). This pedagogical approach is presented as an emerging conceptual model to consider in anti-racist social work education. The 2015 Educational Policy and Accreditation Standards (EPAS) developed by the CSWE for baccalaureate and master’s social work programs contribute to the erasure of specific and essential terms relevant to social work practice and education Muted, these terms are foundational for learning about social justice issues as a principal social work value (National Association of Social Workers [NASW], 2017). Students learn to behave like professional social workers, both explicitly and implicitly, by actively observing their teachers and adopting the norms, values, and professional conduct they see modeled by their instructors (Anastas, 2010)
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