Abstract
ABSTRACT In the light of global calls to decolonise the curriculum and the national impact of the Black Lives Matter movement, there is pressure on social work academics to review, deconstruct and decolonise social work curricula. Social work education places strong emphasis on anti-oppressive, relationship-based practice that acknowledges diversity, social and economic injustice. This creates additional complexities and pressures for educators attempting to deconstruct social work curricula. This paper considers the emotional labour that such a task entails, and the usefulness of applying psychoanalytic concepts to understanding this emotional labour. It does this by exploring a critical incident and examining the complexities that educators face in constructing decolonised curricula within a marketised academy. It makes recommendations about the kinds of resources that are needed to support educators, especially Black educators.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
