White, like who? Temporality, contextuality and anti-racist social work education and practice
The last two decades have produced a variety of theoretical positions on race and power. This article presents an analysis of ‘identity’ in terms of how it has been conceptualized within the development of anti-racist social work education during this period. In doing such an analysis, I press for...
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University of Windsor
2019-05-01
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| Series: | Critical Social Work |
| Online Access: | https://ojs.uwindsor.ca/index.php/csw/article/view/5825 |
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doaj-226b9ea295704aa9a003c56f1ab916c62020-11-25T03:25:35ZengUniversity of WindsorCritical Social Work1543-93722019-05-0111210.22329/csw.v11i2.5825White, like who? Temporality, contextuality and anti-racist social work education and practiceCatherine Phillips0Faculty of Health and Social Work, School of Applied Psychosocial Studies, University of Plymouth, Plymouth, Devon, United Kingdom The last two decades have produced a variety of theoretical positions on race and power. This article presents an analysis of ‘identity’ in terms of how it has been conceptualized within the development of anti-racist social work education during this period. In doing such an analysis, I press for a more nuanced theorization of the relationship between race and identity, and argue that in order for anti-racist teaching to be meaningful and effective, conceptualizations of race must be temporal and contextual. I conclude by offering some questions for engaging with students in the development of a more critical understanding of identity. https://ojs.uwindsor.ca/index.php/csw/article/view/5825 |
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DOAJ |
| language |
English |
| format |
Article |
| sources |
DOAJ |
| author |
Catherine Phillips |
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Catherine Phillips White, like who? Temporality, contextuality and anti-racist social work education and practice Critical Social Work |
| author_facet |
Catherine Phillips |
| author_sort |
Catherine Phillips |
| title |
White, like who? Temporality, contextuality and anti-racist social work education and practice |
| title_short |
White, like who? Temporality, contextuality and anti-racist social work education and practice |
| title_full |
White, like who? Temporality, contextuality and anti-racist social work education and practice |
| title_fullStr |
White, like who? Temporality, contextuality and anti-racist social work education and practice |
| title_full_unstemmed |
White, like who? Temporality, contextuality and anti-racist social work education and practice |
| title_sort |
white, like who? temporality, contextuality and anti-racist social work education and practice |
| publisher |
University of Windsor |
| series |
Critical Social Work |
| issn |
1543-9372 |
| publishDate |
2019-05-01 |
| description |
The last two decades have produced a variety of theoretical positions on race and power. This article presents an analysis of ‘identity’ in terms of how it has been conceptualized within the development of anti-racist social work education during this period. In doing such an analysis, I press for a more nuanced theorization of the relationship between race and identity, and argue that in order for anti-racist teaching to be meaningful and effective, conceptualizations of race must be temporal and contextual. I conclude by offering some questions for engaging with students in the development of a more critical understanding of identity.
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https://ojs.uwindsor.ca/index.php/csw/article/view/5825 |
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