Disrupting White Supremacy in Social Work Education: A Delphi-Informed Pedagogical Framework for Anti-Racist Teaching

Background
Social work education has historically been complicit in maintaining racist systems, including the criminal justice system, discriminatory welfare policies, and in the university (Abrams et al., 2023). In response to the urgent need for anti-racist transformation, this presentation addresses the persistence of white supremacy in social work education by proposing a new curriculum guided by anti-racist theories and a syllabus that integrates perspectives on racial inequality, anti-racism, and DEI. This curriculum includes a commitment to rejecting anti-Blackness and de-centering Whiteness through a lens of historically accountable critical Whiteness. Central to this transformation is embodying higher levels of consciousness development, the practice of reflexivity, which demands that individuals critically examine their own biases, values, and worldviews as they intersect with systems of power and privilege (Taylor, 2006). Reflexivity supports cultural competence (NASW, 2015), fosters resilience and self-care (Coster & Schenck, 2017), and promotes critical reflection on identity and positionality (Rogers & Allen, 2024).

Methods:

The study proceeded through three Delphi rounds (Dalkey & Helmer, 1963) conducted via Qualtrics secure online surveys. In round one, eight participants responded to open-ended questions regarding essential components of an anti-racist social work curriculum. These responses were qualitatively analyzed using thematic analysis (Braun & Clarke, 2006) to extract recurring ideas and develop structured items for subsequent rounds. In Round Two, participants rated the relevance and importance of items generated in round one using a 5-point Likert scale. Statistical analysis was used to assess the degree of consensus, with items achieving a predefined consensus threshold (≥75%) retained for round three. In round three, participants will be giving feedback on group responses from round two and asked to re-rate the items to refine agreement and finalize components of the proposed syllabus and teaching tools.

Results:

The Delphi process (round one and two) yielded a consensus on several key components for an anti-racist social work curriculum. These included the integration of critical theoretical frameworks such as Critical Race Theory (CRT), and Black Feminist Thought (BFT), and Integral Theory, the implementation of reflexivity tools like racial autobiographies and positionality mapping, and the development of assignments focused on praxis and real-world action, including developmental practices. Participants also emphasized the importance of differentiating anti-racist education from traditional diversity, equity, and inclusion (DEI) efforts, and identified institutional resistance, faculty discomfort, and systemic whiteness as significant barriers to implementation.

Implications:

The project underscores the necessity of a structured, collaborative approach to curriculum development in social work education. By utilizing the Delphi method, authors facilitated the co-creation of a curriculum framework that is both theoretically grounded and practically applicable. The consensus achieved highlights the critical components required for effective anti-racist education and provides a roadmap for institutions seeking to implement such curricula. The collaborative process engaged experts in identifying and refining essential components that will result in a prototype syllabus and set of practical tools aimed at disrupting white supremacy in social work classrooms. This approach offers a replicable model for other disciplines and institutions committed to transformative, social justice-oriented education.