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Anti-Oppressive Social Work Practice
Contents
About the author
Series editor’s preface
Foreword
Introduction
Book structure. Series features. Achieving a social work degree
Case studies and activities
Research summaries
Illustrations
Further reading
Content
Part One: Theories and concepts
Part Two: Anti-oppressive practice with individuals, groups and communities
Part Three: Developing anti-oppressive practice through learning
Conclusion
1 Understanding oppression
Introduction
Defining oppression
Activity 1.1
Activity 1.2
Types of oppression
What can be done about oppression?
Language and oppression
Teaching and learning anti-oppressive practice
Activity 1.3
‘Doing’ anti-oppressive practice
Intersectionality
Activity 1.4
Guidance
The SHARP framework
Case Study
Commentary
Chapter summary
Further reading
2 Valuing diversity
Introduction
What is diversity?
Why is diversity important?
Diversity in social work
Activity 2.1
Your list
Guidance
Strategies for enhancing diversity
Activity 2.2
Difference
Othering
Cultural competence
Case Study
Commentary
Diversity pie chart
Activity 2.3
Guidance
The SHARE model
Seeing
Hearing
Acting
Reading
Evaluation
Chapter summary
Further reading
3 Power and powerlessness
Introduction
What is power?
The importance of understanding power and powerlessness for social workers
Activity 3.1
Representations of power
Referent power
Expert power
Reward power
Coercive power
Legitimate power
Informational power
Modes of power
Sites of power
Child safeguarding
Case Study
Commentary
Mental health
Homelessness
Powerlessness
Activity 3.2
Activity 3.3
Privilege, authority and influence in social work
Activity 3.4
Chapter summary
Further reading
4 Models ofanti-oppressive practice
Introduction
Models for anti-oppressive practice
Recommended models for enhancing anti-oppressive practice
PCS model
Personal level (P)
Cultural level (C)
Structural level (S)
Activity 4.1
Social GGRRAAACCEEESSS
Activity 4.2
Guidance
Case Study
Commentary
The MANDELA model
Make time
Acknowledge needs
Differences
Educational experiences
Life experiences
Age
Case Study
Commentary
The 4 Ds and 2 Ps of anti-oppressive practice
Features of the framework
Stages of the framework
Discuss
Discover
Decide
Disrupt
Case Study
Application of 4D2P. Discuss
Discover
Decide
Disrupt
Making sense of the models and practice framework
Chapter summary
Further reading
5 Social justice
Introduction
Historical development of social justice
The two principles of justice
Activity 5.1
A social justice framework for social work: SPEAR
Self-determination
Participation
Equity
Access
Rights
Activity 5.2
Becoming a social justice advocate
Case Study
Commentary
The Just Practice framework
Meaning
Context
Power
History
Possibility
Knowledge and skills for social justice in social work
Social justice and supervision
The problem with social justice
Chapter summary
Further reading
6 Gender
Introduction
The term ‘gender’
Examining feminism
Marxist feminists
Radical feminists
Postmodern feminists
Black feminism
Activity 6.1
Guidance
Men and masculinity
Fathers and absent fathers
Case Study
Commentary
Transgender
Gender and anti-oppressive social work
Activity 6.2
The SHARE Model
Activity 6.3
Activity 6.4
Guidance
Chapter summary
Further reading
7 Age
Introduction
Age and ageing
Ageism
Theories of ageing
Activity 7.1
The cultural context of ageing
The social work role in addressing ageism in practice
Activity 7.2
Age discrimination with children and young people
Chapter summary
Further reading
8 Race
Introduction
Racism. Activity 8.1
Guidance
What do we mean by ‘institutional racism’?
Critical Race Theory
Activity 8.2
Case Study
Commentary
Activity 8.3
Activity 8.4
The language of race
Race and anti-racist social work practice
Activity 8.5
Guidance
Black feminist perspectives
Chapter summary
Further reading
9 Ethnicity
Introduction
Essentialism
Activity 9.1
Guidance
Case Study
Commentary
Ethnicity in contemporary Britain
Traveller communities
Activity 9.2
Guidance
Ethnicity in social work
Ethnic group membership
Ethnicity and anti-oppressive practice
Ethnic penalties
Chapter summary
Further reading
10 Disability
Introduction
Defining disability
Activity 10.1
A word on intersectionality
Disablist language
Activity 10.2
Critical Disability Theory
Models of disability
Critique of the models
Activity 10.3
Learning difficulties
Case Study
Commentary
Anti-oppressive practice with persons with disabilities
Activity 10.4
Chapter summary
Further reading
11 Faith, belief, religion and spirituality
Introduction
Definitions
Faith
Belief
Religion
Spirituality
Activity 11.1
Religious affiliation in the UK
Islamophobia
Spiritually sensitive social work practice
Case Study
Commentary
Case Study
Commentary
Religious beliefs and abusive practices
Activity 11.2
Chapter summary
Further reading
12 Refugees and people seeking asylum
Introduction
Refugees and people seeking asylum
Activity 12.1
Guidance
What are marginalised groups?
Who is a person seeking asylum?
Who is a refugee?
Children and young people
Private fostering arrangements
Activity 12.2
Guidance
Education, health and social care
Anti-oppressive practice with refugees and people seeking asylum
Psychological approach
Socioeconomic approach
Advocacy/empowerment approach
Legal approach
Activity 12.3
Guidance
The cultural web
Women asylum seekers and refugees
Case Study
Commentary
LGBTQI refugees and people seeking asylum
The role of language
Activity 12.4
Guidance
Chapter summary
Further reading
13 Developing anti-oppressive practice through learningAnti-oppression in practice learning
Introduction
Social work education
Creating and sustaining an anti-oppressive practice learning environment
Placement matching
Activity 13.1
Guidance
Direct observations
Mid-way review
Final PE report
End of placement
Case Study
Commentary
Activity 13.2
Guidance
Chapter summary
Further reading
14 Multi-agency and interprofessional practice
Introduction
Multi-agency working
Case Study
Commentary
Benefits of multi-agency working
Challenges of multi-agency working
Tuckman and anti-oppressive multi-agency team development
Forming
Storming
Norming
Performing
Adjourning
Activity 14.1
Professional identity
Activity 14.2
Working relationships
Activity 14.3
Guidance
Anti-oppressive multi-agency and interprofessional collaboration
Case Study
Commentary
Chapter summary
Further reading
15 Anti-oppressive practice beyond qualification
Introduction
Transitioning from student to social worker
Continuing professional development
Activity 15.1
My personal story
Strategies for keeping informed
CPD journal
Self-motivation
Social media
Agency/organisational policies
Anti-oppressive practice in assessments and interventions
Case Study
Commentary
Chapter summary
Further reading
Conclusion
The anti-oppressive social worker
Concluding thoughts
Appendix 1 Professional capabilities framework
The 9 Domains
Appendix 2 Subject benchmark for social work. 5 Knowledge, understanding and skills. Subject knowledge and understanding
Subject-specific skills and other skills
Problem-solving skills
Communication skills
Skills in working with others
Skills in personal and professional development
Use of technology and numerical skills
References
Index
Prospera Tedam is currently an Assistant Professor in Social Work at the United Arab Emirates University and teachs on undergraduate and postgraduate social work programmes. She moved to the United Arab Emirates in 2018 from Anglia Ruskin University where she was Principal Lecturer in Social Work, overseeing Practice Quality. Prospera has also taught social work at the Open University and University of Northampton, and has research interests in critical race theory, social work with Black and ethnic minority service users, and anti-oppressive practice. Prospera is the editor for the Journal of Practice Teaching and Learning, and is an associate editor for Child Abuse Review.
Since the turn of this century, we have witnessed shifts and challenges as the marketised neoliberal landscape of politics, economy and social life may attract little comment or contest from some, and even the acceptance of populist right-wing positions. We have also observed the political machinery directing much of statutory social work towards a focus on individuals apart from their environment. However, on a more positive note, we have also seen a new turn to the social in the #MeToo campaign where unquestioned entitlement to women’s bodies and psychology is exposed and resisted. We have seen defiance of those perpetuating social injustices that see long-term migrants alongside today’s migrants being abused and shunned by society and institutions, as well as by individuals.
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Continuing the theme of language and oppression, the COVID-19 pandemic is showing little sign of abating (June 2020), and in the UK and USA it has been found to be impacting disproportionately on Black minority ethnic people. The language used in some of the reporting is noteworthy and promotes the view that the reasons for disproportionality are down to individual biological and genetic make-up rather than structural inequalities. The scientific explanation for this is still to be verified; however, there are also concerns that nurses and health professionals from Black and/or other minority ethnic backgrounds are being pushed and made to take shifts on COVID-19 wards in hospitals (Nursing Times, 18 April 2020). In addition, in the UK and the USA, Black people are more likely to live in overcrowded neighbourhoods and have jobs which make it difficult to practise social distancing or self-isolation. Such structural and institutional oppression needs to be exposed for what it is and replaced with fairer, more equitable processes of work allocation among health professionals. This also reminds us of the fact that having good health is a privilege, which is often invisible to its bearers. Burke and Parker (2007) argue that the failure to recognise difference of all kinds enables a culture of exclusion and exclusionary behaviours, something that social workers must avoid if they are to work anti-oppressively.
Wilson and Beresford (2000) remind us of the importance of understanding oppression and anti-oppressive practice from the perspective of service users. To this end, Haworth (2019), writing about social work with single fathers in the UK, concluded that single fathers continue to be invisible in social work research and that gendered stereotypes accounted for them experiencing alienation in social work practice encounters. He argues that a more inclusive approach would be in line with social work values, ethics and anti-oppressive practice.
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