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SOWK912 Diversity in Social Work Practice

Workshop 3 (Week 6)

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11/04/19

Anti-oppressive and culturally inclusive practices

SOWK912 – Diversity in Social Work Practice

SOWK912 Workshop 3 (Week 6)

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11/04/19

Cross cultural capabilities

SOWK912 – Diversity in Social Work Practice

SOWK912 Workshop 2 (Week 4)

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Overview of Workshop 3

Workshop 3 prepares students for assessment 3 & 4

Warm up reflection - Anti-racist perspectives – your life experiences

Lecture - theory of anti-oppressive practice

In class activities:

Group presentation of diversity groups

Case study of an anti-oppressive social work practice with people from diversity groups

Find a partner for Assessment 4

SOWK912 Workshop 3 (Week 6)

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Anti-racist perspectives reflecting on life experiences

SOWK912 Workshop 3 (Week 6)

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Lecture

This week’s lecture covers the theory and practice application of anti-oppressive social work practice.

Pay close attention as the information in the lecture will not only assist you with today’s workshop activities, it will also prepare you for Assessment 3 and 4.

Note: there are links to 5 podcasts on the Moodle site. They are all interviews with social workers who reflect on and discuss their own practice experience with diversity groups

These podcasts are additional resources to assist you with Assessment 3 and 4. You are not required to post a comment on a discussion board.

SOWK912 Workshop 3 (Week 6)

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Hints and tips for working with interpreters PRACTICAL APPROACHES – write down as many hints and tips as you can while watching the videos. Share with the person next to you some challenges of working with interpreters and how you would overcome these using anti-oppressive practice (hint – recap from lecture by reviewing slides 11 – 17 in today’s pp

https://www.youtube.com/watch?v=Q4voquDnkbM

https://www.youtube.com/watch?v=pVm27HLLiiQ

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Diversity Groups in Australia – small group exercise context and anti-oppressive social work practice examples

Students will be divided in 5 groups. Each group will be assigned one of the following diversity groups to research:

Disabled People

Older People

Lesbian, Gay, Bisexual, Transgender, Intersex, Queer and Asexual (LGBTIQA+) people

Aboriginal and Torres Strait Islander people & communities

Culturally and Linguistically Diverse (CALD) people seeking asylum

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Diversity Groups in Australia – small group exercise context and anti-oppressive social work practice examples

Task: Each group of students will be given 40 minutes to develop an 8-10 minute power point presentation addressing the following questions:

What are the historical and current issues in Australia for this diversity group?

What strategies would students recommend social workers use for anti-oppressive practice with this diversity groups?

Each group will have no more than 10 minutes to present to the class

Hint: Use resources contained in this workshop pp (additional references provided for each diversity group) including the lecture slides to prepare you presentation.

SOWK912 Workshop 3 (Week 6)

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Diversity Groups in Australia – group exercise - resources context and anti-oppressive social work practice examples

Resources for group presentations:

All groups – slides - 11 -17 from lecture on anti-oppressive practice

Disabled People – slides - 25, 26

Older People – 27, 28

LGBTIQA+ people – slides - 23, 24

Aboriginal and Torres Strait Islander people & communities – slides 21, 22

People seeking asylum – slides 7, and 18 - 20

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Anti-Oppressive Social Work Practice – Lecture slide MORGAINE & CAPOUS-DESYLLAS (pg 18)

“Oppression takes place when a person acts or a policy is enacted unjustly against an individual (or group) because of their affiliation to a specific group. This includes depriving people of a way to make a fair living, to participate in all aspects of social life or to experience basic freedoms and human rights. It also includes imposing belief systems, values, laws and ways of life on other groups through peaceful or violent means. Oppression can be external, or internal, when groups start to believe and act as if the dominant belief system, values and life way are the best and exclusive reality. Internal oppression often involves self-hate, self-censorship, shame and individual and cultural realities.” (Baines, 2007, p. 2)

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Anti-Oppressive Social Work Practice - Lecture slide (Payne, 2015, pg 373)

Anti-oppressive social work practice:

focuses on combating the oppressive effects of discrimination, in which the powerful groups in society maintain power by creating negative stereotypes.

seeks particularly to combat the exclusion of some social groups from social equality , from full participation as citizens and from social justice.

may be distinguished from anti-discriminatory practice because it concentrates on processes of oppression and exclusion rather than on discrimination itself, but the terms can also be interchangeable.

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The next few slides show diagrams of models of anti-oppressive social work practice. These are from Payne’s ‘Modern Social Work Theory’ one of your text books for SOWK910. If you want to further explore these concepts, I encourage you to read Chapter 14 “Anti-oppressive and multicultural sensitivity approaches to practice”.

11/04/19

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Anti-Oppressive Social Work Practice – Lecture Slide (Payne, 2015, pg 374)

Discrimination and oppression are important aspects of people’s experience in society

Ethnicity and cultural experience constructs identity

Cultural sensitivity and humility are core aspect of anti-oppressive practice

For social workers from privileged backgrounds, working from the perspective of oppressed people is a guiding principle in practice

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Discrimination and oppression are important aspects of people’s experience of social relations and should therefore be a focus of social work practice

A focus on people’s personal identity and the way in which ethnicity and cultural experience constructs identity is also relevant to social work practice

The idea of sensitivity and humility in responding to social and cultural difference is an important part of practice.

For social workers from privileged backgrounds, working from the perspective of oppressed people is a guiding principle in practice.

11/04/19

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Role of listening across frictions – Lecture Slide UNDERSTANDING DIFFERENCES (Payne, 2015, pg 383, 386)

SOWK912 Workshop 3 (Week 6)

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Anti-Oppressive Social Work Practice – Lecture Slide (Payne, 2015, pg 388)

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Anti-Oppressive Social Work Practice: Lecture Slide Theories and Techniques (Payne, 2015, pg 394)

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Anti-oppressive social work practice comprises four main elements, as we see from the table

Values – expressed in professional ethics and codes of conduct – such as AASW

Empowerment is the process of understanding the links between people’s personal positions and structural inequality

Partnership – involves a commitment to common objectives, a shared responsibility for risks, resources and skills, and working ‘with’ people to achieve mutual benefit and synergy.

Minimal intervention – involves a careful consideration of where there are legal duties to intervene and legal responsibilities to respect people’s freedom.

Social workers need to question and reflect on where interventions may in fact be oppressive and ensure that interventions are empowering.

11/04/19

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Practice theories and techniques – Lecture Slide CULTURALLY SAFE AND SENSITIVE PRACTICE

Visit websites of services listed on the previous slide

How does each services uphold the four main elements of anti-oppressive practice?

SOWK912 Workshop 3 (Week 6)

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Anti-oppressive practice with people seeking asylum NIPPERESS & CLARK (CHAPTER 13 – PEASE ET AL)

“Many people seeking asylum have experienced significant discrimination and oppression and they are one of the most vulnerable groups in Australian society (Briskman, Latham & Goddard 2008). They have often endured significant physical and psychological trauma in their home country, during their journey to Australia and upon arrival in Australia when they are placed in detention and in the resettlement process (Leach & Mansouri 2004; Austin et al. 2007 )…

…It is also crucial in anti-oppressive practice to recognise that refugees and asylum seekers demonstrate resilience, strength, and rich and diverse histories and cultures. As Zetter notes, a stereotypical label such as refugee or asylum seeker ‘fails to capture the rich and multilayered “identity” of any one of ’ (Zetter 2007: 183)” (page 198)

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Settlement and Support Services FOR REFUGEES AND MIGRANTS

Refugee Council of Australia (Services Directory): https://www.refugeecouncil.org.au/services/health

Settlement Services International (SSI): https://www.ssi.org.au/

Ethnic Community Council of NSW:

https://eccnsw.org.au/resources/

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Challenges for Indigenous & Non-Indigenous Workers Stephanie GILBERT (CHAPTER 14 – PEASE ET AL)

Aboriginality as a skill (pg 218):

of particular Aboriginal informed communication skills?

of connections or family relationships in an Aboriginal community?

of professional and private connections that the person can use to make their job easier?

that the individual will be able to work to Aboriginal community norms?

that the individual will be able to translate the employer’s needs and norms for their Aboriginal clients?

that workers identified as Aboriginal people will want to work with the organisation’s Aboriginal clients?

that the worker will want to be identified as an Aboriginal person within the organisation?

that the worker may not be as qualified as a non-Aboriginal employee in their qualifications (for instance they may not necessarily be required to hold a degree)?

to mean that their cases will be based on Aboriginal clients, if they are employed as a ‘case-manager–Aboriginal’?

that supervision will include both workload and the implementation of Aboriginality?

SOWK912 Workshop 3 (Week 6)

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(de)constructing heteronormativity Jude IRWIN (CHAPTER 17 – PEASE ET AL)

“ While heteronormative discourses influence how LGBTIQ people and communities are constituted and understood, it is also important to take into account the structural, political, social and personal circumstances and the material lives of LGBTIQ people.

In an environment that largely dismisses and devalues non-heterosexual sexualities, heteronormativity fosters heterosexism (the belief that everyone is, or should be, heterosexual).

Cultural and institutional heterosexism in the form of discrimination systematically disadvantages and disempowers individuals who are not heterosexual” (page 259)

SOWK912 Workshop 3 (Week 6)

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Developing anti-ageist practice Tina KOSTECKI (CHAPTER 16 – PEASE ET AL) pg. 247

“Critical gerontology as a theory to inform practice seeks to represent the varied stories of ageing lives and avoids essentialism (Holstein & Minkler 2003), focuses on politicising the issues of knowledge production (Browne 1998), explores stories of ageing from the ‘inside’ of ageing (Katz 2000) and uncovers ‘hidden’ social issues through giving emphasis to otherwise invisible voices (Formosa 2005)."

“This is particularly the case for older women who are markedly absent in research (Freixas et al. 2012). Critical practice approaches assist to reconstruct normative age identities. In other words, it helps to develop new ways to conceptualise the identities of older people in positive ways to become a new norm.” 

SOWK912 Workshop 3 (Week 6)

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How would intersectionality work here?

Disability and Social Change Russell SHUTTLEWORTH (CHAPTER 20 – PEASE ET AL)

Critical Participatory approach to practice with disabled people (pg. 299)

“For the critical social worker engaged with disability issues and who works with disabled people to effect positive social change, they need to interrogate current everyday assumptions about disabled people, which fuel their oppression. A central task is to also link the everyday instances of discrimination and isolation to exclusion from broader social and community participation.

The incorporation of a critical participatory approach to practice is also key. In a critical participatory approach, the social worker engages with disabled people on a particular issue or problem that requires legislative, policy or professional practice changes (or all of these) or some form of social action that is important in the struggle for social justice and social participation”

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Lets take a 15 min break…..

Document title

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Diversity Groups in Australia – small group presentations context and anti-oppressive social work practice examples

8 – 10 minute group presentations

What are the historical and current issues in Australia for this diversity group?

What strategies would students recommend social workers use for anti-oppressive practice with this diversity groups?

SOWK912 Workshop 3 (Week 6)

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(De)constructing heteronormativity: relationship counselling with diversity groups - activity

SOWK912 Workshop 3 (Week 6)

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Watch the following two videos and think about how you would use anti-oppressive practice with a gay Muslim man who is trying to escape a violent relationship:

Australia’s first openly gay Iman

https://www.youtube.com/watch?v=ZHUITHAozjM&list=PLTN4Afxv_hgPLsPh1Fyh9T-G3IkIw158K&index=22

Family Safety Victoria:

Family violence against LGBTI people: Insights from people with lived experience

https://www.youtube.com/watch?v=3-627k0sOoI

(De)constructing heteronormativity: relationship counselling with diversity groups - activity

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You are a social worker in a mainstream family violence support service. You usually work with women escaping violent relationships with male partners. Karim has contacted your service for support. He informs you that he is a Muslim and he is in a violent relationship with his male partner. Karim also informs you that his family and Muslim community do not know that he is gay and so he feels he cannot seek assistance from within his community. In small groups discuss how you would use anti-oppressive practice to work with Karim?

Consultation regarding Assessments 3 & 4

Assessment 3 will be due on 29th April 2023

Zhuzhu will be running a consultation via zoom on Tuesday 23 April at 2pm for students to ask questions regarding Assessments 3 and 4.

Assessment 3 and 4 are linked so students are encouraged to ask questions about both assessments to ensure they are well prepared for Assessment 4.

This consultation be recorded for students who cannot attend. Note: If students do not attend the consultation will not be run

Zoom link can be found under Week 8 Tab on Moodle site

Note: there will not be a separate zoom consultation for assessment 4.

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Assessment 4 – helping students find a partner

The last 10 minutes of the workshop will be used to help students find someone to work with for Assessment 4.

If you already know which student you will work with on Assessment 4, you can leave the room.

If you would like help finding someone to work with for Assessment 4, please stay for this activity and your tutor will allocate students into pairs.

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Support services and useful tools

support services and useful tools support your study in UOW

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UOW get-started checklist

https://www.uow.edu.au/student/get-started/checklist/

MyUOW APP

https://www.uow.edu.au/student/life/myuow/

The MyUOW mobile app is the easiest way for UOW students, staff, and guests to stay connected to what's happening at UOW.

MyUOW is free to download from your app store and is available on both iOS and Android devices.

STUDENT ACCESSIBILITY AND INCLUSION TEAM

– formerly Disability Services

If you’re a student who is studying with a medical condition or a disability – either short or long term – you can receive assistance from the Student Accessibility and Inclusion team at the University of Wollongong. We will work with you to ensure you get the most out of your studies and achieve your academic goals.

If you’d like to find out more, visit the Student Accessibility and Inclusion homepage on the UOW website or contact us:

Phone: 4221 4942

Email: [email protected]

Academic consideration

https://www.uow.edu.au/student/admin/academic-consideration/

Support services

https://www.uow.edu.au/student/support-services/

Helpful resources

https://documents.uow.edu.au/content/groups/public/@web/@wic/documents/doc/uow257281.pdf

You can't say that!

This booklet is a terminology guide of terms that we can all begin to use knowingly to influence change and introduce appropriately consulted language into the space of the Aboriginal and Torres Strait Islander discourse.

Closer Title

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