Abstract
Practice, policy, and research focused on trafficking for sexual exploitation and commercial sex involvement occur in the United States within a white, heteronormative social environment that must be addressed pedagogically in the classroom. Social work education increasingly includes the topic of trafficking for sexual exploitation as a stand-alone course or as sessions embedded within other courses. Yet, very little scholarship critically examines how instruction in social work on this topic can apply intersectional, anti-oppressive frameworks across micro, mezzo, and macro levels. Furthermore, current literature suggests that some social workers use exclusionary practices when addressing trafficking and commercial sex involvement, further exemplifying the need for anti-oppressive curricula. The purpose of this paper is to critically analyse how key anti-oppressive theoretical and practice frameworks should influence education on trafficking for sexual exploitation and commercial sex involvement in social work. Written by two scholars and social work instructors, we describe how we apply these frameworks to pedagogical exercises in social work courses. Finally, we argue that intersectional, anti-oppressive social work education is critical to training social work students and, ultimately, addressing the needs of people experiencing or at risk of trafficking.
Highlights
Anyone can experience trafficking into sexual economies, people at risk and survivors in the United States (US) are more likely to experience identitybased oppression and identify as Black, Indigenous and People of Color (BIPOC), lesbian, gay, bisexual, trans, and queer (LGBTQ+), low-income, or people living with a disability.[1]
Policy, and research focused on trafficking for sexual exploitation and commercial sex involvement occur in the United States within a white, heteronormative social environment that must be addressed pedagogically in the classroom
Social work education increasingly includes the topic of trafficking for sexual exploitation as a stand-alone course or as sessions embedded within other courses
Summary
Anyone can experience trafficking into sexual economies, people at risk and survivors in the United States (US) are more likely to experience identitybased oppression and identify as Black, Indigenous and People of Color (BIPOC), lesbian, gay, bisexual, trans, and queer (LGBTQ+), low-income, or people living with a disability.[1]. An analysis of 20 social work courses in 14 states found that most courses did not include a direct focus on structural oppressions experienced by people of colour or LGBTQ+ people who trade sex.[2] Social work students, faculty, and practitioners in the field predominantly consist of white, cisgender, heterosexual people.[3] As such, general social work education as well as courses that address trafficking for sexual exploitation must use an intersectional, antioppressive practice (AOP) framework that centres on the convergence of multiple axes of oppression in people’s lived experiences of privilege, oppression, and discrimination.[4]. Social work education should highlight person-centred services and promote collaborative environments that consider the continuum of experiences involved in trafficking for sexual exploitation and sex work, and analyse the impact of policies on sex workers as well as trafficking victims and survivors alike.[7]
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