Reframing multicultural education: Teaching white privilege in the social work curriculum

Laura S. Abrams, Priscilla Gibson

Research output: Contribution to journalArticlepeer-review

89 Scopus citations

Abstract

This article proposes a model of teaching diversity in social work education that includes significant content on White privilege. The authors first discuss some limitations of social work's current multicultural framework. Next, they introduce concepts and pedagogical strategies concerning White identity and privilege that are drawn from multicultural teacher training programs. Based on this literature, the authors argue that teaching about White privilege is fundamental to understanding the systematic oppression of people of color and raising self-awareness about social workers' roles and responsibilities with culturally diverse clientele. Concrete suggestions are offered for infusing this material across the curriculum and grappling with student resistance.

Original languageEnglish (US)
Pages (from-to)147-160
Number of pages14
JournalJournal of Social Work Education
Volume43
Issue number1
DOIs
StatePublished - 2007

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