Transforming Social Work Education: Centering Community Voices and Inclusive Pedagogy

Abstract: Social work education remains burdened by the legacy of white supremacy, institutional racism, and colonialism. These forces perpetuate and reinforce intersecting forms of oppression, particularly for students with racially marginalized, disabled, immigrant, and queer identities. Social work pedagogy often fails to contextualize racism and oppression within historical frameworks, relying instead on Eurocentric, able-normative paradigms. While many programs advance DEI initiatives, these efforts are frequently superficial and neglect to integrate voices from marginalized communities into the knowledge production process.

This workshop is led by three community-facing, multiply marginalized scholars whose work and lived experiences are deeply shaped by the complexities of Latinidad. Each of us brings a unique perspective grounded in the intersections of race, ethnicity, immigration, disability, and queerness, all of which inform our approach to decolonizing social work pedagogy. United by a shared commitment to dismantling colonial systems, we aim to challenge and transform traditional educational frameworks by centering the voices and experiences of marginalized communities. Through collaboration, dialogue, and audience engagement in small and large group activities, we will draw on our identities, lived experiences, and community engagement to guide participants in strategies to decolonize social work education.

Learning Objectives: Participants Will: 1.Explore the historical and social construction of Latinidad and its intersection with race, ethnicity, and immigration status, particularly in the context of settler colonialism. 2.Understand the ongoing impact of colonial histories on social work education, focusing on the Texas classroom and the lived experiences of marginalized students. 3.Learn strategies for decolonizing social work pedagogy and curricula, with actionable methods to implement in their own classrooms. 4.Engage in courageous conversations, unpack stereotypes of Latinidad, and reflect on ways to unsettle their own identities and contribute to decolonial praxis.

Pedagogical Approach: The workshop will use a combination of small and large group discussions, case studies, and interactive exercises to engage participants in applying decolonial frameworks to social work education. The session will begin with a framework for understanding the diverse identities within Latinx communities (e.g., Hispanic, Chicano, mestizo) and explore the stereotypes often associated with them, such as the “hardworking" and“resilient" tropes. Through collaborative activities, participants will reflect on how these stereotypes reinforce colonialist narratives. We will introduce a discussion tool on genetic ancestry and its role in constructing racial and ethnic identities, exploring the complexities of categorizing Indigeneity within the context of colonialism. Case studies will illustrate how immigration status and ethnic identity are shaped by evolving bureaucratic processes. Additionally, participants will engage in activities that debunk the idea of whiteness as a biological or phenotypic category, discussing how historical groups “became white by aligning with anti-Blackness, erasing Indigeneity, and reinforcing colonial power structures. Finally, participants will develop concrete strategies for incorporating decolonial pedagogies into their own social work curricula, with practical takeaways they can immediately implement. The workshop aims to create a space for all students regardless of their identities to engage in challenging oppressive educational structures and begin the work of decolonization in the classroom.