Being intentional about intersectionality and positionality.
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| Title: | Being intentional about intersectionality and positionality. |
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| Authors: | Weekes, Arlene P.1 (AUTHOR) arlene.weekes@uwl.ac.uk |
| Source: | Social Work Education. Jun2026, Vol. 45 Issue 4, p927-936. 10p. |
| Subject Terms: | *Social work education, *Group identity, *Discrimination (Sociology), Intersectionality, Power (Social sciences), Social justice, Human rights |
| Abstract: | This paper describes how a familiar exercise, known as the 'Privilege Walk', or Step Forward or Back line activity, could be used to develop s understanding of the skills and knowledge needed, prior to their first placement. Specifically, the activity puts particular emphasis on the need to apply ethical principles, values and anti-discriminatory and anti-oppressive principles into professional practices, as well as applying, and advancing human rights and promoting social justice and economic wellbeing. Encouraging a deeper understanding of students' motivations to become social workers, particularly exploring Carl Jung's 1951 'wounded healer'. The activity, used in the training of foster carers and adopters, will be described as a teaching technique to provide an opportunity to understand the intricacies of privilege, and to explore how membership of specific social identity groups endows individuals with privilege and power. Social work courses can help students recognize ways that they can use their privileges, both collectively and individually, to work for social justice. The purpose is not to imply culpability, provoke shame or guilt due to being in a position of relative power or privilege. Instead by raising awareness of the obstacles and benefits experienced, students gain an understanding of the significance of identity in order that they become better social work professionals. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This paper describes how a familiar exercise, known as the 'Privilege Walk', or Step Forward or Back line activity, could be used to develop s understanding of the skills and knowledge needed, prior to their first placement. Specifically, the activity puts particular emphasis on the need to apply ethical principles, values and anti-discriminatory and anti-oppressive principles into professional practices, as well as applying, and advancing human rights and promoting social justice and economic wellbeing. Encouraging a deeper understanding of students' motivations to become social workers, particularly exploring Carl Jung's 1951 'wounded healer'. The activity, used in the training of foster carers and adopters, will be described as a teaching technique to provide an opportunity to understand the intricacies of privilege, and to explore how membership of specific social identity groups endows individuals with privilege and power. Social work courses can help students recognize ways that they can use their privileges, both collectively and individually, to work for social justice. The purpose is not to imply culpability, provoke shame or guilt due to being in a position of relative power or privilege. Instead by raising awareness of the obstacles and benefits experienced, students gain an understanding of the significance of identity in order that they become better social work professionals. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02615479 |
| DOI: | 10.1080/02615479.2023.2273259 |
