No Time to Rest: Purposeful Approaches to Systemic Racism and the Ongoing Struggle for Justice in Social Work Education
Keywords:
social work pedagogy, social justice, self-reflection, psychological safety, classroom cultureAbstract
This reflective paper explores our experiences as two social work educators confronting systemic inequities intensified by the COVID-19 pandemic, political unrest, and ongoing racial injustice. Drawing from our classroom experiences and student narratives, we examine how trauma, marginalization, and disillusionment manifest in student behavior and engagement. We critically analyze how traditional academic policies and Eurocentric curricula can unintentionally perpetuate harm, particularly for students from historically oppressed backgrounds. In response, we implemented intentional, equity-focused changes in pedagogy, course content, and classroom culture to foster psychological safety, empower student voice, and promote civic action. Against the backdrop of a second Trump presidency and increased policy threats to marginalized communities, we underscore the urgent need for educators to move beyond neutrality. This paper calls for a deliberate, justice-centered approach in social work education to support students navigating oppression while preparing them to lead meaningful, systemic change.
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NARRATIVES OF PROFESSIONAL HELPING
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