Syllabus
Master of Social Work
SSWO 509: Anti-Oppression Social Work Practice (Summer A 2024)
Credits - 3
Description
Developing an anti-oppression social work practice requires an understanding of diversity and difference, power and privilege, and oppression–as well as understanding one’s self within these systems. In this course, students will engage in courageous conversation as they unpack Social Work’s history, both past and present, moving into an inclusive and anti-oppressive future. The themes of deconstructing systems of oppression, cultural wellness, intersectionality and practice strategies are infused through the course. A wide range of diverse populations will be discussed, reflecting the varied populations impacted by oppression, such as race, ethnicity, gender, sexual orientation, and physical differences. Additionally, students will examine the role, function, and effects of oppression in society as it relates to social and economic justice. Assumptions underlying theory and research methodologies from which basic constructs of human behavior are drawn will be examined to understand how power and other dynamics manage and sustain oppression at the individual and institutional levels. Also of interest here is how oppression affects service delivery at micro and macro levels, particularly social policies and strategic planning, which drive the shape of services.
Materials
Learning Objectives and Outcomes
School of Social Work Program Outcomes:
Graduates of the UNE SSWO will demonstrate knowledge, skills, and leadership in the following:
- Demonstrates ethical and professional behavior.
- Advance human rights and social, racial, economic, and environmental justice.
- Engage in anti-racism, diversity, equity, and inclusion (ADEI) in practice.
- Engage in practice-informed research and research-informed practice.
- Engage in policy practice.
- Engage with individuals, families, groups, organizations, and communities.
- Assess individuals, families, groups, organizations, and communities.
- Intervene with individuals, families, groups, organizations, and communities.
- Evaluate practice with individuals, families, groups, organizations, and communities.
Student Learning Outcomes
Upon successful completion of this course, students will be able to:
- Identify and articulate concepts of culture, identity, privilege, ally behaviors, oppression, social justice, and “differentness” and integrate these concepts into their practice framework (micro or macro). (EPAS 2 & 3)
- Explain how these concepts relate to human rights. (EPAS 2 & 3)
- Describe and critically analyze the systems that maintain differential access to power and privilege at the expense of marginalized others. (EPAS 2 & 3)
- Apply theories of oppression (social injustice) to assess the impact of systemic/institutionalized oppression on clients, develop culturally congruent services to reduce its negative effects, and empower clients to challenge existing oppressive conditions by intervening at multiple systems levels. (EPAS 2 & 3)
- Analyze how the concepts of oppression operate in a global context and relate to human rights. (EPAS 5)
- Gain skills in having honest conversations about the intersection of social work practice and race, class, gender, ability, sexuality, gender, difference, oppression, and privilege. (EPAS 2 & 3)
- Utilize allyship skills and social work ethics to combat social injustice and oppression, which is necessary for competent practice in diverse communities. (EPAS 1, 2 & 3)
Assignments
Full assignment requirements, rubrics, and due dates for all learning activities are provided in the course.
Discussions
You will be asked to post one initial response to Discussion Questions each week, and then make a minimum of 2 peer response comments to each Discussion prompt. Postings must meet the criteria for substantiveness to earn the maximum points available.
Reflective Journals
In Weeks 1, 2, and 6, you will respond to Reflective Journal prompts. There is no length requirement for the contributions you make to this entry; however, your reflection must demonstrate comprehension and application of course content and how it impacts your work with others. You may also submit a video or audio recording of this reflection in lieu of a written journal.
Week 4 Assignment: Ally Project (EPAS 2 & 3)
In this assignment, you will discuss areas of your identity in which you are privileged and those in which you are oppressed. Then, you’ll analyze the state of your own status and education as an Ally, as well as identify the ways in which Allyship intersects with your life and your development as a social worker in the type of practice you envision for yourself. Finally, you will determine a concrete action to take over the next few weeks.
Week 7 Assignment: Self-Reflection, Evaluation, and Growth Plan (EPAS 2 & 3)
In this assignment, you will examine your own journey of understanding anti-oppression social work, reflecting on the types of individuals that you might find particularly challenging, stimulating, and beneficial to work with due to your own background, values, and relationship style, as well as identifying what steps you will take in the future. Reference concepts and information from the readings in the course that you found thought-provoking and enlightening, in addition to incorporating resources that you have found on your own.
Grading Policy
The School of Social Work uses the following grading system for all courses with the exception of field education courses. Students are expected to maintain a “B” (3.0) average over the course of their study. Students with less than a GPA of 3.0 will be placed on academic probation. Students must have an overall GPA of 3.0 in order to receive their Master’s Degree.
Your grade in this course will be determined by the following criteria:
Grade Breakdown
| Assignment | Point Value | Percentage of the Final Grade |
|---|---|---|
| Acknowledgement of Academic Engagement | 1 point | 1% |
| Introductory Discussion | 3 points | 3% |
| Weekly Discussions (9 Discussions) | 8 at 5 points each and 1 at 4 points | 44% |
| Reflective Journals (3 Journal Prompts) | 4 points each | 12% |
| Week 4 Assignment: Ally Project | 20 points | 20% |
| Week 7 Assignment: Self-Reflection, Evaluation, and Growth Plan | 20 points | 20% |
| TOTAL | 100 points | 100% |
Grade Scale
| Grade | Points Grade | Point Average (GPA) |
| A | 94 – 100% | 4.00 |
| A- | 90 – 93% | 3.75 |
| B+ | 87 – 89% | 3.50 |
| B | 84 – 86% | 3.00 |
| B- | 80 – 83% | 2.75 |
| C+ | 77 – 79% | 2.50 |
| C | 74 – 76% | 2.00 |
| C- | 70 – 73% | 1.75 |
| D | 64 – 69% | 1.00 |
| F | 00 – 63% | 0.00 |
Schedule
All times refer to Eastern Time (ET). Course weeks run from 12:00 AM ET on Wednesday through 11:59 PM ET on Tuesday, with the exception of Week 8, which ends on Sunday at 11:59 PM ET. Unless otherwise specified, all discussion comments and assignments are due the last day of the week. Initial responses to discussion prompts are due by Saturday at 11:59 PM ET, unless otherwise noted.
Course Weeks
Week 1: May 8 – May 14
Week 2: May 15 – May 21
Week 3: May 22 – May 28
Week 4: May 29 – Jun 4
Week 5: Jun 5 – Jun 11
Week 6: Jun 12 – Jun 18
Week 7: Jun 19 – Jun 25
Week 8: Jun 26 – Jun 30
Week 1: Courageous Conversations, Promoting Psychological Safety in the Learning Environment, the Code of Ethics, and Challenging Our Profession and Ourselves
Readings and Multimedia
- Land Acknowledgement Video
- Course Introduction Video
- Singleton, G. E. (2021). Courageous conversations about race: A field guide for achieving equity in schools and beyond. Corwin Press.
- Chapters 2 & 4
- Tatum, B. D. (1992). Talking about race, learning about racism: The application of racial identity development theory in the classroom. Harvard Educational Review, 62(1), 1.
- Curran, L., Battle, D., & Jones, S. (2022). Challenging anti-Black racism across the curriculum: Situating the social work legacy and moving forward. Journal of Teaching in Social Work, 42(2/3), 102–119.
- NASW code of ethics. (2021). National Association of Social Workers.
- NASW standards and indicators for cultural competence in social work practice. (2015). National Association of Social Workers.
Assignments and Discussions
- Week 1 Discussion: Video Introduction
- Week 1 Discussion: Courageous Conversations (EPAS 3)
- Week 1 Reflective Journal (EPAS 1)
- OPTIONAL: APA Style Self-Check Quiz
Week 2: Racism, Oppression, and Microaggressions
Readings and Multimedia
- Week 2 Video Lecture
- O’Reilly. (2014, October 17). Shankar Vedantam keynote: “The Hidden Brain” — Strata + Hadoop 2014 [Video]. YouTube. https://www.youtube.com/watch?v=7mpe6luA5Os
- Sue, D.W., Capodilupo, C.M., Torino, G.C., Buccer, J.M., Holder, A.M.B, Nadal, K., Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62, 271-286.
- Nakaoka, S., & Ortiz, L. (2018). Examining racial microaggressions as a tool for transforming social work education: The case for critical race pedagogy. Journal of Ethnic & Cultural Diversity in Social Work, 27(1), 72-85.
- Wong, Y. R., & Vinsky, J. (2021). Beyond implicit bias: Embodied cognition, mindfulness, and critical reflective practice in social work. Australian Social Work, 74(2), 186-197.
- Chapman, C., & Withers, A. J. (2019). A violent history of benevolence : Interlocking oppression in the moral economies of social working. University of Toronto Press.
- Graduate School of Social Work – DU. (2018, March 26). Power privilege and oppression [Video]. YouTube.
- Haq, A. & TEDx Talks. (2017, May 18). Unpacking the meaning of oppression [Video]. YouTube.
Assignments and Discussions
- Week 2 Discussion: Implicit Bias Test (EPAS 3)
- Week 2 Reflective Journal (EPAS 3)
Week 3: Deconstructing Social Work and Social Work History
Readings and Multimedia
- Smith College School for Social Work. (2017, July 19). A Historical Perspective of Social Work and Race [Video]. YouTube. https://www.youtube.com/watch?v=kDtrlwaQyW4
- Chapman, C., & Withers, A. J. (2019). A violent history of benevolence : Interlocking oppression in the moral economies of social working. University of Toronto Press.
- Part 1, Chapter 1: The Standard Account
- National Association of Social Workers (NASW). (2021). Undoing racism through social work: NASW report to the profession on racial justice priorities and action. In SocialWorkers.org.
- UHGCSW. (2020, November 12). Social Work, White Supremacy, and Racial Justice Symposium | Part 1/Day 1 [Video]. YouTube.
- Selected excerpts as listed in the course
Assignments and Discussions
- Week 3 Discussion: Deconstructing Social Work and Social Work History (EPAS 3 & 5)
Week 4: Social Work History as White Social Work History
Readings and Multimedia
- Chapman, C., & Withers, A. J. (2019). A violent history of benevolence: Interlocking oppression in the moral economies of social working. University of Toronto Press.
- Part 1 Chapter 2: White Social Work and the Erasure of Racialized Social Workers.
- INCITE!, W. O. C. A. V. (Ed.). (2016). Color of violence: The incite! anthology. Duke University Press.
- Chapter 6 Heteropatriarchy and the 3 Pillars of White Supremacy
Assignments and Discussions
- Week 4 Discussion: Social Work History (EPAS 2 & 3)
- Week 4 Assignment: Ally Project (EPAS 2 & 3)
Week 5: Rehabilitation and Eugenics
Readings and Multimedia
- Chapman, C., & Withers, A. J. (2019). A violent history of benevolence: Interlocking oppression in the moral economies of social working. University of Toronto Press.
- Part 2, Chapter 5: Rehabilitation & Eugenics
- Chalfin, F. (2022). Expanding diversity to more fully include those disabled/differently abled in social work practice; Issues of relatedness, social justice, inclusiveness and diversity among social work colleagues, in the clinical dyad and the community-at-large. Psychoanalytic Social Work, 29(2), 160–178. https://doi-org.une.idm.oclc.org/10.1080/15228878.2022.2111528
- Slayter, E. M., Kattari, S. K., Yakas, L., Singh, R. C. B., Goulden, A., Taylor, S., Wernick, L. J., Simmons, L. D., & Prince, D. (2022). Beyond ramps, curb cuts, and captions: A call for disability justice in social work. Social Work, 68(1), 89–92. https://doi-org.une.idm.oclc.org/10.1093/sw/swac045
- PBS NewsHour. (2023, March 7). Remembering Judy Heumann’s lasting contributions to disability rights [Video]. YouTube.
- Ford Foundation. (2020, July 23). Political participation & disability, ft Alice Wong, #CripTheVote #DisabilityDemandsJustice [Video]. YouTube.
- Ford Foundation. (2021, February 19). Social Justice: What’s disability got to do with it? #DisabilityDemandsJustice [Video]. YouTube.
- Ford Foundation. (2020b, July 23). Your values & disability, ft Rebecca Cokley, Center for American Progress #DisabilityDemandsJustice [Video]. YouTube.
- Huda, A. (2020). The Power in Being Disabled [Video]. YouTube.
Assignments and Discussions
- Week 5 Discussion: Rehabilitation and Eugenics (EPAS 3 & 5)
- Week 5 Discussion: Short Videos (EPAS 3)
Week 6: Assimilation and Genocide of Native Peoples
Readings and Multimedia
- National Association of Social Workers. (2020, November 15). NASW and the NASW Foundation honor Native American Heritage Month in November [Video]. YouTube.
- Chapman, C., & Withers, A. J. (2019). A violent history of benevolence: Interlocking oppression in the moral economies of social working. University of Toronto Press.
- Part 2 Chapter 6 Assimilation & Genocide
- Bubar, R., Kelly, T., Bundy-Fazioli, K., Souza, C., & Lovato-Romero, L. (2022). Disrupting settler colonial microaggressions: Implications for social work. International Journal of Social Work Values & Ethics, 19(2), 47–77. https://doi-org.une.idm.oclc.org/10.55521/10-019-206
- Dettlaff, A., Weber, K., Pendleton, M., Boyd, R., Bettencourt, B., & Burton, L. (2020) It is not a broken system, it is a system that needs to be broken: the upEND movement to abolish the child welfare system. Journal of Public Child Welfare, 14:5, 500-517. DOI: 10.1080/15548732.2020.1814542
- Weaver, H. N.; Sloan, L. M.; Barkdull, C.; & Lee, P. (2021). CSWE statement of accountability and reconciliation for harms done to Indigenous and Tribal Peoples. Council on Social Work Education.
Assignments and Discussions
- Week 6 Discussion: Assimilation and Child Welfare (EPAS 2, 3, & 5)
- Week 6 Reflective Journal (EPAS 3 & 5)
Week 7: Are Things Improving?
Readings and Multimedia
- Chapman, C., & Withers, A. J. (2019). A violent history of benevolence: Interlocking oppression in the moral economies of social working. University of Toronto Press.
- Part 2, Chapter 7: What if it isn’t getting better?
- Blackdeer, A. A., & Ocampo, M. G. (2022). #SocialWorkSoWhite: A critical perspective on settler colonialism, white supremacy, and social justice in social work. Advances in Social Work, 22(2), 720-740–740. https://doi-org.une.idm.oclc.org/10.18060/24986
Assignments and Discussions
- Week 7 Discussion: Are Things Improving? (EPAS 3)
- Week 7 Assignment: Self-Reflection, Evaluation, and Growth Plan (EPAS 2 & 3)
Week 8: Putting It All Together
Readings and Multimedia
- Corley, N. A., & Young, S. M. (2018). Is social work still racist? A content analysis of recent literature. Social Work, 63(4), 317–326.
- Davis, C., & Francois, S. (2021). “All skinfolk ain’t kinfolk”: Engaging with racial Identity and racism-based trauma in social work curricula. Journal of Teaching in Social Work, 41(3), 209–229.
- National Association of Social Workers. (2021, July 15). Racial Equity: Undoing Racism | NASW Town Hall | National Association of Social Workers [Video]. YouTube.
Assignments and Discussions
- Week 8 Discussion: NASW Town Hall Meeting (EPAS 2 & 3)
Student Resources
Online Student Support
Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.
Questions? Visit the Student Support Social Work page
UNE Libraries:
- Library Access for all students: Your library login ID and password are the same as the ones you use to log into Brightspace.
- Social Work Databases: https://library.une.edu/library-materials/find/research-by-subject/social-work/
- Library Questions: Ask a librarian or phone library staff at (207) 602-2361 or (207) 221-4330.
Information Technology Services (ITS)
ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673
Accommodations
Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.
Online Peer Support
Togetherall is a 24/7 communication and emotional support platform monitored by trained clinicians. It’s a safe place online to get things off your chest, have conversations, express yourself creatively, and learn how to manage your mental health. If sharing isn’t your thing, Togetherall has other tools and courses to help you look after yourself with plenty of resources to explore. Whether you’re struggling to cope, feeling low, or just need a place to talk, Togetherall can help you explore your feelings in a safe supportive environment. You can join Togetherall using your UNE email address.
Information Technology Services (ITS)
Students should notify their Student Support Specialist and instructor in the event of a problem relating to a course. This notification should occur promptly and proactively to support timely resolution.
ITS Contact: Toll-Free Help Desk 24 hours/7 days per week at 1-877-518-4673.
Career Ready Program
The College of Professional Studies supports its online students and alumni in their career journey!
The Career Ready Program provides tools and resources to help students explore and hone in on their career goals, search for jobs, create and improve professional documents, build professional network, learn interview skills, grow as a professional, and more. Come back often, at any time, as you move through your journey from career readiness as a student to career growth, satisfaction, and success as alumni.
Policies
Essential Academic and Technical Standards
Please review the essential academic and technical standards of the University of New England School Social Work (SSW): https://online.une.edu/social-work/academic-and-technical-standards-une-online-ssw/
Turnitin Originality Check and Plagiarism Detection Tool
The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.
Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.
You can learn more about Turnitin in the guide on how to navigate your Similarity Report.
Technology Requirements
Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements
Confidentiality Statement
Student and faculty participation in this course will be governed by standards in the NASW Code of Ethics relating to confidentiality in sharing information from their placement sites and practice experiences. Students should be aware that personal information they choose to share in class, class assignments or conversations with faculty does not have the status of privileged information.
Late Policy
Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.
Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.
Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.
Attendance Policy
8 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Sunday at 11:59 pm ET of the first week of the term. Reinstatement is at the purview of the Dean's Office.
16 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Friday at 11:59 pm ET of the second week of the term. Reinstatement is at the purview of the Dean's Office.
Student Handbook Online - Policies and Procedures
The policies contained within this document apply to all students in the College of Professional Studies. It is each student's responsibility to know the contents of this handbook.
UNE Course Withdrawal
Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.
Academic Integrity
The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.
Academic dishonesty includes, but is not limited to the following:
- Cheating, copying, or the offering or receiving of unauthorized assistance or information.
- Fabrication or falsification of data, results, or sources for papers or reports.
- Action which destroys or alters the work of another student.
- Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
- Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.
Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.