Critical Race Theory

In your initial response, compare and contrast the opposing force of our professional commitment to anti-racist practice with our internalized beliefs and barriers to accepting race as a central tenant of social justice practice. In your discussion include a tenant of CRT (SEE ATTACHED ARTICLE) and then provide an example of how a social worker’s own level of race-consciousness can serve as a barrier to practicing from an anti-racist standpoint.  In this discussion, acknowledge that you and your peers come from varied backgrounds and experiences – that your experiences shaped who you are and are unique to you. Accept that we cannot be objective about racism. I also want you to accept that your own internalized (often unintentional) experiences may prevent you from feeling comfortable with and accepting race as a starting point in all levels of social work practice. I want you to acknowledge that social workers must work to reconcile our internalized experiences with our social justice mandate.

 

“I’m not racist.”

 

“I don’t see race.”

 

In this discussion, let’s unpack these statements a bit more.

 

Critical race theory (CRT) explains that oppression – across all dimensions of diversity – stems from racism and that change will only come from our attention to the social construction of race, challenging power, and dismantling racist systems. Yet, our own lived experiences have socialized us to racism (i.e., whether we are the oppressed or the oppressor). This socialization impacts our readiness to accept the CRT perspective and acknowledge the impact of white supremacy and racism in the United States. As a professional social worker, it is imperative that you examine your own socialization to racism and how your internalized beliefs about race may impact your future practice (i.e., internalized oppression or white fragility). The statements above reflect common barriers to truly engaging in a critical examination of ourselves.

 

 

 

use the attached article :

Critical race theory and the cultural competence dilemma in social work education

 
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