Syllabus

Master of Social Work

SSWO 509: Anti-Oppression Social Work Practice (Fall 2023)

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

Chapman, C., & Withers, A. J. (2019). A violent history of benevolence: Interlocking oppression in the moral economies of social working. University of Toronto Press. (e-book available at UNE library)

S. Kimmel, M. (2017). Privilege: A reader (4th ed.). Routledge. (e-book or PDF available at UNE library)

Learning Objectives and Outcomes

School of Social Work Program Outcomes:

Graduates of the UNE SSWO will demonstrate knowledge, skills, and leadership in the following:

Practice social inclusion to enable people, populations, and communities to fully participate in society, enhance human bonds in the context of cultural diversity and ensure improved quality of life and equitable resource distribution. EPAS Competencies 2 & 3
Engage in culturally-informed relationship building, being respectful of the complexity and diversity of contexts and circumstances. EPAS Competencies 3 & 6
Utilize theories of human behavior, social systems and social inclusion when offering interventions with people and their environments. EPAS Competency 8
Promote ethical reflection, critical consciousness and shared decision-making based in social work values and with consideration of the broader contexts of the world in which we live. EPAS Competency 1
Balance the roles of helpers, activists, and advocates through collaboration with communities to build healthy and sustainable resources. EPAS Competencies 2, 5, & 6
Engage as critical consumers and producers of research as it relates to assessment, intervention and evaluation of clinical and community practices. EPAS Competencies 4, 7, 8 & 9
Practice person-centered and collaborative community partnerships across diverse settings. EPAS Competency 6

School of Social Work Program Outcomes:

Graduates of the UNE SSWO will demonstrate knowledge, skills, and leadership in the following:

Practice social inclusion to enable people, populations, and communities to fully participate in society, enhance human bonds in the context of cultural diversity and ensure improved quality of life and equitable resource distribution. EPAS Competencies 2, 3 & 5.
Engage in culturally-informed relationship building respectful of the complexity and diversity of contexts and circumstances. EPAS Competency 2
Utilize theories of human behavior, social systems and social inclusion when offering interventions with people and their environments. EPAS Competencies 7, 8, & 9
Promote ethical reflection, critical consciousness and shared decision-making based on social work values and with consideration of the broader contexts of the world in which we live. EPAS Competency 1
Balance the roles of helpers, activists, and advocates through collaboration with communities to build healthy and sustainable resources. EPAS Competencies 3, 5, & 6
Engage as critical consumers and producers of research and evaluation applied to clinical and community practices. EPAS Competencies 4, 8 & 9
Practice person-centered and collaborative community partnerships across diverse settings. EPAS Competency 6

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.

Whole Class 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, 3, 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 (8 Discussions)	5 points each	40%
Reflective Journals (4 Journal Prompts)	4 points each	16%
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: Aug 30 – Sep 6
Week 2: Sep 6 – Sep 13
Week 3: Sep 13 – Sep 20
Week 4: Sep 20 – Sep 27
Week 5: Sep 27 – Oct 4
Week 6: Oct 4 – Oct 11
Week 7: Oct 11 – Oct 18
Week 8: Oct 18 – Oct 22

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.
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 3 Reflective Journal (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.

Assignments and Discussions

Week 5 Discussion: Rehabilitation and Eugenics (EPAS 3 & 5)

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 Blackboard/Brightspace.
Social Work Databases: https://library.une.edu/library-materials/find/research-by-subject/social-work/
Library Tutorial: Find an article
Video Tutorials: https://library.une.edu/research-help/guides-tutorials/video-tutorials/
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.

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/

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.

Attendance Policy

Online students are required to submit a graded assignment/discussion prior to Sunday evening at 11:59 pm ET of the first week of the term. If a student does not submit a posting to the graded assignment/discussion prior to Sunday evening at 11:59 pm ET, the student will be automatically dropped from the course for non-participation. Review the full attendance policy.

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.

Student Handbook Online - Policies and Procedures

The policies contained within this document apply to all students in the College of Graduate and Professional Studies. It is each student's responsibility to know the contents of this handbook.

UNE Online Student 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.