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As the next generation of social workers in a continent bedecked by oppressive customs, it is cardinal that the voices of social work students be heard. This study aims to share the reflections of Nigerian BSW students about anti-oppressive approach to professional practice.

Drawing on a qualitative approach, semi-structured interviews were conducted among fourth-year social work students at one of the elite universities in the southern region of Nigeria.

Results reveal that, although willing to challenge oppressive practices, social work students are ill-equipped to apply anti-oppressive approach to social work practice in Nigeria.

This study makes an important contribution to the field and to the existing literature because the findings have broader implications for social work education in Nigeria.

In enforcing the suggestions of this study, it is expected that social work education will become able to produce competently trained students who are only knowledgeable about anti-oppressive social work but are equally prepared to address Nigeria’s myriad oppressive practices that have long undermined the nation’s quest for social development.

The application of the anti-oppressive approach to social work practice is integral to ridding society of all forms of overt social injustice and other forms of latent oppressive policies.

Suggestions are offered to Nigerian social work educators toward ensuring that students are not only well equipped in the understanding of anti-oppressive social work but also ready to apply this model to professional social work practice following their graduation.

Education in recent years has witnessed an increasing involvement in the conversations regarding anti-oppressive practice and contemplation, particularly as foundations for pedagogy and curricular design. Naturally, both discourses have intersected with each other through the attempts at their integration, potentially leading toward new practices of enhanced educational impact. This chapter serves as a deliberate reflection and elaboration upon the nature and potential implications of their integration. As both discourses reflect valuable approaches and ideas, it is important to carefully examine and approach their integration to ensure that the value of each perspective is preserved as well as enriched in its power to educatively stimulate meaningful learning in the classroom. In order for such an educative situation to emerge, I argue that the integration should be defined by a sustained friction and differentiation between each perspective. By sustaining the friction, each perspective preserves their power to illuminate alternative possibilities in understanding the self and the world for the other. The educative value of such friction rests within its power to carry students onto a journey of continuous learning without settling upon finalized answers. Ultimately, I conclude that this friction is made possible and sustained by being embodied as the very self of the teacher.

In this chapter, the author critically examines the deeply entrenched practices and theories within counselor education, revealing their roots in historically dominant, Eurocentric, and often racially oppressive assumptions. This study brings to light the pervasive impact of these traditional approaches, illuminating their role in perpetuating racial oppression and disparities in mental health care. The author presents a compelling argument for adopting Critical Race Theory (CRT) as an effective pedagogical and clinical practice framework in the counseling profession, a step toward its much-needed liberation. CRT's tenets are examined as a robust alternative, promoting socially just outcomes in counseling and psychotherapy. The article highlights CRT's capacity to address the well-established relationship between racism, white supremacy, and minority mental health. It proposes a groundbreaking model for praxis, predicated on CRT, which holds potential not only to challenge and disrupt oppressive structures but also to pave the way for the liberation of both the oppressed and the oppressor. This seminal work prompts a re-envisioning of counselor education, asserting a call for a transformative shift toward a liberation-based, social justice pedagogy.

This critical content analysis aims to examine the depiction of oppression in the 2022 Notable Social Studies Trade Books (K-2). From the framework of major types and levels of oppression, this paper sheds light on the rich affordances and problematic representations of oppression.

From the perspectives of an intersectional approach and the framework of oppression, the authors conducted a critical content analysis of the written texts, illustrations and peritexts of the notable books for young readers.

Among the 73 picturebooks, 46 (63%) include representations of oppression in the written texts and/or illustrations. Half of these books depict more than one type of oppression. The most frequently represented oppression is racism, followed by sexism. There are limited depictions of homophobia, transphobia, ableism, ageism, antisemitism and Islamophobia. Nine books (20%) only include the representation of oppression in the peritexts.

This study contributes to anti-oppressive education by offering a theoretical framework of oppression, which emphasizes the interlocking systems of oppression. This framework can help foster a holistic understanding of oppression and dismantle it in a holistic way.

The authors also offer suggestions to help educators curate picturebooks for anti-oppressive social studies education.

This study contributes to anti-oppressive education by offering a theoretical framework of oppression, which emphasizes the interlocking systems of oppression. This framework can help foster a holistic understanding of oppression and dismantle it in a holistic way. The authors also offer suggestions to help educators curate picturebooks for anti-oppressive social studies education.

Drawing on the approach of Bourdieu (1977, 1986), and using language as an exemplar, the purpose of this paper is to engage in a “dangerous conversation” to explore how and why issues of diversity were mobilised, ignored and leveraged in one particular service context.

Qualitative research exploring the language choices of 25 service users who had been processed through the criminal Justice System in Wales in the last five years.

The argument is made that in some service contexts, a habitus obtains that renders reflexivity about diversity issues problematic and predicates against the critical reflection necessary to promote anti-oppressive practice.

Small sample size, not generalisable.

The authors intend the paper to encourage greater reflection on instances when diversity issues are raised and to render simplistic any attempt to invalidate claims of discrimination.

Encourage dialogue about claims of discrimination and greater reflection by service providers about the legitimacy of such claims.

Anti-oppressive theorising has, for the most part, constructed minority group members as passive victims within hierarchical power relationships. While acknowledging how power is unequally distributed, the paper challenges hierarchical models which designate minority group members as bereft of power.

The purpose of this paper is to introduce a methodology for critical welfare practice research, “recollection-as-method”, and to use this to demonstrate the social relations of social welfare institutions.

The paper analyses a series of personal recollections from the author’s experiences of academic life and welfare work to establish a methodology for critical welfare practice research. This uses concepts memory, dirty work, shame and complicity, and is grounded in critical feminist and critical race work, and psychosocial and socio-cultural approaches to governance.

The paper establishes a methodology for critical welfare practice research by demonstrating the significance of using an ontologically driven approach to governance, to achieve a realistic and complex understanding of statutory welfare work.

Recollections are post hoc narrations, written in the present day. The ethics and robustness of this approach are deliberated in the paper.

The focus of the paper is on statutory welfare practice that involves the assessment and regulation of homeless people. Principles and arguments developed in this paper contribute to reflective and reflexive debates across “front-line” social welfare practice fields in and beyond homelessness. Examples include assessment of social groups such as unemployed people, refugees and asylum seekers. Arguments also have application for criminal justice settings such as for prison work.

This foregrounds practitioner ambivalence and resistance in order to theorise the social relations of social welfare institutions.

The recollection-as-method approach provides a methodology for critical practice research by demonstrating an alternative way to understand the realities of welfare work. It argues that understanding how resistance and complicity operate in less conscious and more structural ways is important for understanding the social relations of social welfare institutions and the role of good/bad feeling for these processes. This is important for understanding interventions required for anti-oppressive social change across the social worlds of policy-practice life.

In social work education there is often felt to be a disjunction between what students learn in college and what they need to know in practice ‐ the gap between the ‘hard high ground’ of academia and the ‘swampy lowlands’ of practice (Schön, 2003). This paper will demonstrate how an approach borrowed from theatre in education was successfully used to fill this gap and enhance teaching and learning across years two and three of a BA social work course. The paper explores the use of role play techniques utilising a ‘teacher in role’ and ‘mantle of the expert’ (Heathcote & Bolton, 1996) approach to enable students to synthesise theory, practice and skills in a classroom setting.

The authors are two social work academics working in a UK Higher Education Institute. Social work is underpinned by principles of anti-oppressive practice which leads to challenge discrimination and stigmatisation. The authors explored experiences of deficit imposed by others' perceptions of the physical and ethnic appearance and mental health status. The authors consider how these features influence how the authors locate themselves within the wider contexts of academic spaces in higher education institutions (HEI).

Using duoethnography, a collaborative research methodology, the authors recorded reflections on their experiences for five months and met weekly to discuss their material. This process enabled them to engage in dialogic narrative through collaborative writing using both structured and unstructured reflections. The authors analysed the reflections using thematic data analysis.

Four themes were generated that led to understanding how the authors could challenge oppression. The oppression became visible as the authors reflected on the common experiences of deficit. The understanding of other's oppression as well as the authors’ own became clearer as the unconscious experiences became conscious. The authors began to locate the experiences of being both privileged and oppressed in the wider social context of the HE. Finally, the authors recognised how the “deficit” identities could transform into strengths.

This personal journey of two academics reflecting on how they are paradoxically both privileged and yet oppressed challenges other professionals to honestly explore how they themselves can occupy both roles and become allies in confronting discrimination in all its forms.

Stigmatization of lesbian, gay, and bisexual (LGB) people at work is an enduring social problem, yet little is known about how those experiences differ. The purpose of this paper is to discuss the above issue.

Using a framework of modified labeling, this conceptual paper addresses that gap by reviewing the literature on differences in LGB worker stigmatization by type of sexual orientation identity, outness, sex and gender identity, and education and social class.

Findings in the literature were that LGB workers are labeled as outsiders, and treated differently in many workplaces. However, there are other distinctions, based upon type of sexual orientation identity (i.e. whether someone is lesbian, gay, or bisexual), sex and gender identity, outness at work, and education and social classes.

Moreover, the paper proposes additional aspects of LGB worker stigmatization needing further empirical study.

This research explores community professionals' opinions concerning social worker's roles and statutory functions. It explores the perspectives of professionals and their understanding of collaborative and cooperative work; experiences of professional support; opinions on the aspects of anti-oppressive practices in social work; views on social work identity within multidisciplinary team structures; and perceptions regarding the challenges of cultural and contextual drivers of social work practice.

This study adopts an interpretivist paradigm and social constructionist epistemology in that there are multiple realities to be understood and different perspectives and perceptions to be explored. This study adopted a data collection approach of thematic analysis of semi-structured interviews.

Social workers and nurses working within an integrated social care and health NHS trust.

Six respondents volunteered for interviews in 2017. Data were coded as follows using a multistage approach: (1) coding of comments into general categories (e.g. culture, models of practice), (2) coding of subcategories within main categories (e.g. values, knowledge and skills), (3) cross-sectional analysis to identify themes cutting across categories and (4) mapping of categories/subcategories to corresponding comparable research for comparison.

Most interviewees (5) were social workers, with one from the nursing field. Respondents provided comments that fell under four overarching themes: cultural theme, the impact of economic austerity, organisational structures and the political drivers of integration.

This study contributes to the evidence regarding the role of social workers within integrated health and adult social care organisations (as opposed to mental health social work) and also contributes to the evidence around social work in times of austerity.