Teaching and Researching Social Policy in the Trump Era

Background: As the United States comes to terms with what the political ascendency of Donald J. Trump means for the country, social work researchers and educators find themselves in particularly challenging circumstances. Some of the policy positions espoused by the new Administration may be at odds with basic social work values—and also, at times, threaten to undermine the very pursuits of research and education that are at the core of our professional lives. Nonetheless, popular discourse often cautions professional educators and researchers to be resolutely a-political. Instructors are expected to create an environment of neutrality when discussing policy positions in order to avoid appearing “too partisan.” This call to embrace political neutrality is reinforced by recent developments such as introduction of a legislative proposal in Iowa that would force “partisan balance” in hiring at public universities, numerous state proposals to eliminate tenure, and the launching of websites like professorwatchlist.com.

Educators and researchers across schools of social work may rightly feel the dissonance these circumstances present: on one hand, we may be more vulnerable than usual to the appearance of being partisan in either our research or teaching; on the other hand, we may be more called than ever to speak out against policies and political rhetoric that threaten the lives and wellbeing of vulnerable and historically oppressed populations. Some faculty members may be differentially affected by this conflict, with junior faculty, those who rely on grant funding, adjuncts, and/or those employed by public institutions feeling the effects more profoundly.

Purpose: The purpose of this roundtable is to discuss the utility and applicability of a variety of frameworks for conceptualizing social justice and how they apply to our current political context, and to propose strategies to help foster open and honest dialogue while respecting conflicting viewpoints. Questions to be explored include: how can social workers stay true to our call to stand up for social justice, fight for human rights, and interrupt injustice while also creating space for open dialogue in the classroom? Can and should researchers continue to explore and speak out about controversial social problems, their causes, and potential remedies, when doing so may jeopardize prospects for public funding in this highly politicized environment?

Approach: We will lay the foundation for discussion by outlining the current conflicts inherent in teaching about social policy and researching social problems in the current political climate, with some discussion of how a critical pedagogy framework might inform both teaching and scholarship. We will then review aspects of both the NASW Code of Ethics and CSWE Social Work Competencies that prompt social workers to take stances and engage in political activity that promotes human rights and economic justice. Finally, the presenters will outline several potential strategies for engaging in challenging political conversations in the classroom. Discussion will focus on how the current challenges are impacting faculty across schools of social work and how those who are particularly vulnerable can safely navigate these turbulent political waters.