Social Justice: Foundation for Transformative Social Work

SSWG 5007 Section 001

Spring 2021

Instructor Information
Instructor: Dr. Emeka Nwadiora Course Day: Mondays
E-mail: nwadiora@temple.edu Course Time: 5:30-8:00 PM
Course Location: Online
Office Location: Temp. Virtual Office Hours: Friday 2-4 PM

Synchronous Session(s):
Monday, January 25: 5:30-8:00 pm, EST, Zoom
Monday, February 1: 5:30-8:00 pm, EST, Zoom
Monday, February 8: 5:30-8:00 pm, EST, Zoom
Monday, February 15: 5:30-8:00 pm, EST, Zoom
Monday, February 22: 5:30-8:00 pm, EST, Zoom
Monday, March 1: 5:30-8:00 pm, EST, Zoom
Monday, March 8: 5:30-8:00 pm, EST, Zoom
Monday, March 15: 5:30-8:00 pm, EST, Zoom
Monday, March 22: 5:30-8:00 pm, EST, Zoom
Monday, March 29: 5:30-8:00 pm, EST, Zoom
Monday, April 5: 5:30-8:00 pm, EST, Zoom
Monday, April 12: 5:30-8:00 pm, EST, Zoom
Monday, April 19: 5:30-8:00 pm, EST, Zoom
Monday, April 26: 5:30-8:00 pm, EST, Zoom
 Course Prerequisites or Co-Requisites
None

Course Description
Using the School of Social Work’s mission of “societal transformation” as a springboard, this course
explores a critical aspect of being a social worker: becoming an agent of social change. Attention is
paid to core social work ethics and values, understanding how multiculturalism shapes social work, and
facilitating the empowerment of self and others. The advancement of anti-oppressive frameworks, on
micro, mezzo and macro levels of practice is addressed.

Course Format/Instructional Methods (How the Course Will be Taught)

This is a fully online synchronous and asynchronous course. Asynchronous activities allow students
more time to research additional information (using course materials and outside readings/materials) to
support their class contributions, as well as space for individual reflection; synchronous sessions allow
the instructor and students to engage in live discussions, raising and answering questions that stem
from the course materials.

On average, over the semester, this course will require approximately 8 hours of your time per week.
Please plan to spend approximately 4-6 hours each week reading materials, completing assignments,
and watching assigned videos. Additionally, as a student in a hybrid class, please plan to spend an
additional 2.5 hours each week participating in synchronous sessions and completing required activities
(that count towards class participation), such as posting on discussion boards, writing journal entries,
and completing other experiential activities.

For in-person classes: In order to maintain a safe and focused learning environment, we must all
comply with the four public health pillars: wearing face coverings, maintaining physical distancing,
washing our hands and monitoring our health.

Course Expectations for Student Success

I am here to support your learning goals in the class and I want to see everyone succeed. I encourage
you to use all available resources, including advisors, the Writing Center and Library Resources to
assist you with the course. On average, over the semester, this course will require approximately 8
hours of your time per week. Please plan to spend approximately 4-6 hours each week reading
materials, completing assignments, and watching assigned videos. Additionally, as a student in a
hybrid class, please plan to spend an additional 2.5 hours each week participating in synchronous
sessions and completing required activities (that count towards class participation), such as posting on
discussion boards, writing journal entries, and completing other experiential activities.

Statement on Commitment to Racial Justice

As an essential manifestation of the School of Social Work's mission of social transformation and
pursuit of social justice, the school strongly condemns and unequivocally rejects white supremacy and
SSWG-5007, Spring-2021 Page 2
racism. As an educational community, we are committed to creating environments in which anti-racist
teaching and learning occur.  If you believe you have experienced or witnessed acts of racism, please
reach out to a trusted faculty member, administrator, or advisor within the School.  The Temple
University Office of Equal Opportunity Compliance provides information, assistance, and complaint
resolution (http://www.temple.edu/eoc/index.html).

Statement on Diversity and Inclusion

The College of Public Health supports and encourages diversity and inclusion. I am committed to the
principle of universal learning which means that I will do all that I can to make our classrooms, our
virtual meetings and our interactions as inclusive as possible. To support universal learning, I will
promote an environment of mutual respect, civility in our interactions and the ability to listen and
observe others carefully – I expect that all participants in the class will work towards the same goal.

You have the right to be addressed by the name and pronouns that you select; please be sure to share
your preferred pronoun name that you wish to be used in the class. You have the right to learn in a safe
and supportive environment. If you feel any form of harassment or discrimination, please contact our
CPH and SW Equal Opportunity Ombudspeople.

If you have a need for accommodations based on a documented disability, please contact Disability
Resources and Services in Ritter Annex 100, 215-204-1280 or 215-204-1786 (TTY) or
drs@temple.edu. Please reach out to me as soon as possible to discuss your needs and to share any
documentation from DRS so that we can appropriately plan for success. (Accommodations are not
retroactive). Please bear in mind that COVID-19 may result in a need for new or additional
accommodations.

Temple and Covid-19

Temple University’s motto is Perseverance Conquers, and we will meet the challenges of the COVID
pandemic with flexibility and resilience. The university has made plans for multiple eventualities.
Working together as a community to deliver a meaningful learning experience is a responsibility that we
all share: we’re in this together so we can be together. For the most current information on Covid-
related plans and policies, please refer to https://www.temple.edu/coronavirus

Course Technology Requirements

All students are required to comply with Temple University’s Computer and Security Policy at
https://secretary.temple.edu/sites/secretary/files/policies/04.71.11.pdf. All CPH students are expected
to adhere to the Laptop Requirement: https://cphapps.temple.edu/wiki/it/student/laptop. Limited
resources are available for students who do not have the technology they need for class.
Students with educational technology needs should submit a request outlining their needs
using the Student Technology Assistance Application form
(https://tuhelp.temple.edu/dwp/app/#/checkout/13001). The university will endeavor to meet
needs (loan of a laptop or Mifi device, refurbished computer, or subsidized internet access).

E-mail
To facilitate communication, the university requires you to have an e-mail account ending in
@temple.edu (https://secretary.temple.edu/sites/secretary/files/policies/04.74.11.pdf). During the
SSWG-5007, Spring-2021 Page 3
semester, I will try to return your e-mail within 36 hours unless I am out of the office or the university is
closed. E-mails sent after noon on Fridays will generally not be returned until Monday—please plan
accordingly. Please remember that e-mails regarding technological questions should be directed to
Temple’s Help Desk at help@temple.edu

Course Materials
Required Books/Materials:
· Stevenson, Bryan. 2014. Just mercy. New York: Spiegel & Grau.
Additional readings and other materials posted on the course Canvas site.

Recommended Guides for APA Style Formatting:

· Schwartz, Beth, R. Landrum and Regan Gurung. 2014. An easy guide to APA style (2nd
ed.). Thousand Oaks: Sage.
· American Psychological Association (2009). Publication manual of the American
Psychological Association (6th ed.). Washington, DC: Author
· Temple University Writing Center. Style guides and writing tips can be found at:
http://www.temple.edu/writingctr/support-for-writers/handouts.asp.

Course Objectives and Competencies

The following table is intended to be a pathway to guide you through the course so that you can see the
connections between the course learning objectives and how you will be assessed.

SOCIAL WORK CORE ASSESSMENT

LEARNING OBJECTIVE
COMPETENCIES TOOL

1. Articulate social work roles and Professional Identity Values Reflection

responsibilities as framed by ethical
standards of the profession. Ethical Practice Class Participation

2. Interact with others in accordance Professional Identity Class Participation

with the ethical standards of the
profession

3. Articulate and frame questions Professional Identity Cultural Identity

about social work roles and Autobiography
responsibilities as framed by the Ethical Practice
ethical imperatives of social justice Social Change
Critical Thinking Project
and respect for diversity.
Diversity in Practice
Human Rights & Justice

4. Understand how selected key Critical Thinking Social Change

theoretical frameworks inform social Project
Diversity in Practice
SSWG-5007, Spring-2021 Page 4
 justice and social change approaches Human Rights & Justice
to social work.
Human Behavior

5. Identify, and critically reflect on, the Professional Identity Cultural Identity
interactions between various Autobiography
components of one’s cultural identity, Critical Thinking
and the implications of identity for Diversity in Practice
practice.
Human Rights & Justice

6. Delineate mechanisms of structural Professional Identity Cultural Identity

power and privilege, and the ways in Autobiography
which these factors shape cultural Critical Thinking
identity and influence social work Diversity in Practice
practice.
Human Rights & Justice

7. Identify, strategize and assess anti- Diversity in Practice Social Change

oppressive approaches to practice in Project
micro, mezzo and macro systems, as Human Rights & Justice
well as understand multi-system Class
Practice Contexts Participation
connections.

8. Begin to see oneself and formulate Professional Identity Cultural Identity

one’s professional identity as an agent Autobiography
of social change.
Social Change
Project

Required Course Assignments

Assignment/Requirement Due Date % of Final Grade

Values Reflection Session 7 20

Cultural Identity Autobiography Session 12 20

Social Change Project Session 14 35

Class Participation On-going 25

SSWG-5007, Spring-2021 Page 5

All written assignments are due at the start of the class session. Do not miss or come
late to class in order to complete an assignment. Late assignments will lose 2 points per
day. Last minute extensions will not be granted – if you anticipate problems you should
contact me as soon as you realize this (do not wait until the day before something is
due). Do not email or fax your assignment. Not turning in any assignment will result in
an “F” for the course.
There are three graded assignments for this course:
1. Values Reflection assignment: Students will critically reflect and analyze core
values and compare those to the profession.
2. Cultural Identity Autobiography journals: Students select review dimensions of their
cultural identity (race, class, gender, sexual orientation, religion, citizenship) for
critical reflection; analysis of how dimensions impact one another; analysis of how
dynamics of privilege, power, subordination and domination are manifested; and
connections to one’s emerging practice.
3. Project on Social Work and Social Change: Working in teams of 2-4 students, this
assignment is an opportunity to advocate for an issue about which one feels
passionate. This is an opportunity to be the “voice of the client or constituent.” All
projects must have a research/evidence component, a written component, and a
proposed or actual action component. Beyond that, students are encouraged to
be creative, think about mixed media and other innovative forms of presentation.
A proposal that outlines the goals and focus on the project is due Session 4.

Complete directions will be posted on Canvas and reviewed in class. Class sessions will
provide an overview of the content needed to complete the assignments. Content from
readings will be incorporated into the assignments.
Grading
I make every effort to return written work within 2 weeks of its submission, if the work has
been turned in on time. Feedback will be provided. If you need clarification, do not
understand a comment, or just disagree – please make an appointment to see me as
soon as possible.

Evaluation is based on how well you meet the assignment’s objectives. Included in my
evaluation is an assessment of your writing. If you have problems with your writing, you
need to avail yourself to the services provided by the university (e.g. writing center).
Superficial analysis in writing is not acceptable. Unless otherwise stated, you are to use
proper APA format for all citations and references.

Grading Scale
The calculation of semester grades is based on the following point system:

93 – 100 A Consistently excellent work that reflects superior analytic

points: and writing skills, integration of course content including

SSWG-5007, Spring-2021 Page 6

 90 – 92 points: A- readings and other materials
87 – 89 points: B+
Good to very good work that reflects competent analytic
83 – 86 points: B and writing skills, integration of course content including
readings and other materials.
80 – 82 points: B-
77 – 79 points: C+
Shows potential, but needs improvement in one or more
73 – 76 points: C areas: analysis, writing, and/or integration of course
content.
70 – 72 points: C-
60 – 69 points: D
Not acceptable/failing
59 or below: F

Each assignment will receive a numerical grade and be weighted in the calculation of a
final numerical grade as indicated above. Grades are rounded up at 0.5 and higher and
rounded down below 0.5 (i.e. 86.6 is 87; 83.4 is 83).

Attendance Protocols and Your Health

Class Participation (25% of grade):
Constructive and active participation by all class members is important both for the success of
the course and your development as social workers. It is essential that practitioners learn verbal,
as well as written communication skills, so that they are able to competently advocate for their
clients, constituencies and themselves. Students often are apprehensive about the evaluation of
class participation. While various worries about shyness, feeling forced to talk, competitiveness,
redundancy, feeling stupid, language, and blocked opportunities are appreciated, instructors
would be remiss not to help you to acquire and hone good verbal and written communication
skills.

Class participation allows you to demonstrate an understanding of the material as well as your
ability to critically think and analyze. Your ability to pose questions and engage constructively in
discussion strongly influences your participation grade. Please keep the following points in mind:
• Being an ethical social worker includes respecting others. This includes class participation.
• Absences will lower your participation grade and overall course grade. Regardless of the
grade you earn for class participation, if you have more than 3 absences or significant late
arrivals, then your course grade will be lowered by half a grade (i.e. B to B-).
• Lateness will lower your participation grade. While we all might be a few minutes late on
occasion, habitual lateness is not acceptable. Late arrivals disrupt the class and often
mean the unnecessary repetition of content. By signing up for this course, you have
agreed to show up on time.
• Conversations with your neighbors, non-verbal responses that indicate a lack of respect
(i.e. rolling the eyes), doing other course work, reading newspapers, disengagement
(head down on desk) and other such actions will lower your participation grade. In order
to create and sustain a safe, participatory environment we all need to behave in ways that
we wish to be treated.
• To be respectful does not mean that you do not challenge . Debates, disagreements, and
arguments (but not trashing) are part of the learning process. While the instructor may
SSWG-5007, Spring-2021 Page 7
 have opinions, you will not be evaluated on being able to voice a “politically correct” line.
Honest disagreement is preferred over passive acceptance. Learning to express your own
ideas, as well as non-judgmental listening to and integrating the ideas of others is
essential in this field.

These are the general guidelines for evaluating class participation:

93 – 100 Fully prepared, asks questions and makes comments; and
A
points: Actively works to help class succeed; and
Respects and encourages colleagues; and Attends
90 – 92 points: A- regularly.
87 – 89 points: B+
Usually prepared and attentive; and
83 – 86 points: B
Participates occasionally; and
Respects and encourages colleagues; and Attends
80 – 82 points: B-
regularly.
77 – 79 points: C+
Doesn’t participate but attends regularly; or
73 – 76 points: C
Absent but when shows, participates; or
Attends regularly but participates in ways that are not
70 – 72 points: C-
appropriate.
Doesn’t attend regularly and when attends doesn’t
60 – 69 points: D participate consistently or is inappropriate or unsupportive.
Disruptive or insensitive to others.
Doesn’t attend and when attends is disrespectful or
59 or below: F
disruptive

As you can see, class participation is more than attendance (just showing up is a “C”). It is your
responsibility to be prepared and ready to participate. It is not expected that you will have all the
answers. It is expected that you will have questions, comments and a willingness to exchange
ideas and assist your colleagues. The class will not succeed if the instructor is the only one
talking, and your feedback and suggestions are counted on regarding the readings and other
aspects of course interactions.

To achieve course learning goals, students must attend in-person classes, and/or participate in classes
or portions of classes that are taught remotely, to the extent that they are able. However, if you feel
unwell or if you are under quarantine because you have been exposed to the virus, you should not
come to campus, and you will not be penalized for your absence. Instructors are required to ensure that
attendance is recorded for each in-person class session. The primary reason for documentation of
attendance is to facilitate contact tracing, so that if a student or instructor with whom you have had
close contact tests positive for COVID-19, the university can contact you. Students should contact their
instructors to create a plan for participation and engagement in the course as soon as they are able to
do so. Faculty and students agree to act in good faith and work with mutual flexibility. The expectation
is that students will be honest in representing class attendance.

SSWG-5007, Spring-2021 Page 8

 Course Minimum Grade
The College of Public Health requires that all students achieve a minimum grade of “B-”
for all courses that are considered required (not electives) for their degree program and a
3.0 minimum overall GPA to graduate. For further information, please speak with the
Graduate Program Director or Academic Advisor.

SSWG-5007, Spring-2021 Page 9

 Course Schedule

Session Topic Assignment Due

1 Introductions

2 Key Frameworks and Perspectives I

3 Key Frameworks and Perspectives II

Value Reflection
4 The Social Justice Imperative I

5 The Social Justice Imperative II

6 Social Work Values and Ethics I

7 Social Work Values and Ethics II Values Reflection

8 Cultural Identity and Awareness

9 Power and Privilege I

Values Reflection
10 Power and Privilege II

11 Power and Privilege III

12 Synthesis – Justice, Ethics, Anti-Oppressive Cultural Autobiography

Social Work
Presentations
13 Examples of Anti-Oppressive Social Work
Practice

14 Wrap-up and Evaluation Final Project

Course schedule may be subject to change with advanced written notification.

If any of these dates conflict with cultural or religious observances, please let me know as
soon as possible.

Session 1: Introductions
· Orientation to the Course/Introductions to one another
· Discussion of the common book, specifically how the themes of the book resonate
with the mission of SSW.
SSWG-5007, Spring-2021 Page 10
 Readings:
Bryan Stevenson. Just Mercy. (read before the start of the semester)
Video:
National Memorial Confronts the Terror of Lynching. PBS News Hour.
https://video.search.yahoo.com/yhs/search;_ylt=A0geKVlXj1hbqWEAvukPxQt.;_ylu=
X3oDMTByMDgyYjJiBGNvbG8DYmYxBHBvcwMyBHZ0aWQDBHNlYwNzYw--?
p=Lynching+museum&fr=yhs-iba-1&hspart=iba&hsimp=yhs-
1#id=8&vid=6a927f90d566b7ba8c9eeaa9202d0696&action=view. [Bryan
Stevenson was the primary actor in the creation of this memorial. Note: there are
some graphic photos of lynchings and other acts of brutality]

Session 2: Key Frameworks and Perspectives (I)

· Examine perspectives and frameworks, particularly those of historical significance,
that address understanding structures and processes of oppression and could
inform social justice work

Readings:
Constitution of the United States (This version was released by the U.S. Supreme
Court in 2016. It includes notes and commentary, mostly on various amendments
but also on what are particularly important passages, cases, and other
developments. You are encouraged to read this in its entirety, but given what is
currently happening with respect to basic rights in the U.S., pay particular attention
to the First, Fourth, Sixth, Seventh, Thirteenth, Nineteenth and Twenty-fourth
Amendments.) https://www.congress.gov/content/conan/pdf/GPO-CONAN-REV-
2016.pdf (Canvas)
Mills, Charles. (1997). “Overview” (Chapter 1) and “Details” (Chapter 2), The Racial
Contract. Ithaca, NY: Cornell University Press. (Canvas)
Marx, K. and Engels, R. (1848). The Communist Manifesto. (Canvas)
Wollstonecraft, Mary. (1792). A Vindication of the Rights of Women (excerpts).
(Canvas)

Session 3: Key Frameworks and Perspectives (II)

· Overview of current theoretical frameworks that inform social work practice
· Continue with The Racial Contract
· Moving Private Troubles to Public Issues

Readings:
Mills, Charles. (1997). “’Naturalized’ Merits” (Chapter 3), The Racial Contract
(Canvas)
SSWG-5007, Spring-2021 Page 11
 Mills, C. Wright. (2000 [1959]). “The Promise,” The Sociological Imagination. New
York: Oxford University Press. (Canvas)
Morgaine, Karen & Moshoula Capous-Desyllas. (2015). “Theoretical Perspectives on
Social Work” (Chapter 3), Anti-oppressive Social Work Practice: Putting Theory into
Action. Thousand Oaks: Sage. (Canvas)

Session 4: The Social Justice Imperative I

· Explore how tenets of social justice inform social work practice
· Examine links between social justice and human rights work
· Consider limitations of a social justice framework

Readings:
Morgaine, Karen & Moshoula Capous-Desyllas. (2015). “Intersections of Social Work
and Social Justice” (Chap. 1), Anti-oppressive Social Work Practice: Putting Theory
into Action. Thousand Oaks: Sage. (Canvas)
(Canvas)
United Nations, General Assembly. (1948). Universal Declaration of Human Rights.
(Canvas)
Clayton, Obie and Hopps, June. (2013). “Human Rights and Social Work in
Historical and Contemporary Perspectives,” in Encyclopedia of Social Work (DOI:
10.1093/acrefore/9780199975839.013.943). (Canvas)
Gordon, Lewis. (2018). “What Justice is not Enough: Toward the Decolonization of
Normative Life” in Geopolitics and Decolonization: Perspectives from the Global
South (pp. 31-48). London: Rowman & Littlefield International. (Canvas)

Session 5: The Social Justice Imperative II

· Explore how tenets of social justice inform social work practice
· Connect theoretical frameworks to social justice work

Readings:
Cornelius Llewellyn and Donna Harrington. (2014). “Why Social Justice Research?” in
A Social Justice Approach to Survey Design and Analysis. New York: Oxford
(Canvas)
DeLuca-Acconi, Robin. (2017). “Empowering Social Workers to Transform the
Dominant Narrative: Advocating for Human Rights over Corporate Profit,” Journal of
Human Rights in Social Work, 2:3-15. (Canvas)
Martinez, Dawn. (2014). “The Liberation Health Model.” In Social Justice in Clinical
Practice, D. Martinez & A. Fleck-Henderson (Eds). New York: Routledge.
(Canvas).

SSWG-5007, Spring-2021 Page 12

 Simmons, Louise. (2016). “Opportunities for Community Organizing in the Realm of
Economic Justice and Low Wage Worker Struggles.” Journal of Community
Practice, 24(2): 166-181. (Canvas)

Sessions 6: Social Work Values and Ethics I

· Identifying core social work values
· Identifying one’s values and how these mesh with social work values
· Code of Ethics – NASW and other examples

Readings:
Morgaine, Karen & Moshoula Capous-Desyllas. (2015). “Social Work Values and
Ethics” (Chapter 2), Anti-oppressive Social Work Practice: Putting Theory into
Action. Thousand Oaks: Sage. (Canvas)
Examples of Ethics Codes (NASW, IASW, etc.) (Canvas)

Session 7: Social Work Values and Ethics II

· Values Reflections Assignment due
· Frameworks for Ethical Decision Making
· How ethics shapes professional responsibilities

Readings:
Hyde, Cheryl A. (2012) “Ethical Dilemmas in Human Service Management:
Identifying and Resolving the Challenges.” Ethics and Social Welfare, 6(4), 351-
367. (Canvas)
McAuliffe, Donna & Lesley Chenoweth. (2008). “Leave No Stone Unturned: The
Inclusive Model of Ethical Decision Making.” Ethics and Social Welfare, 2(1): 38-
49. (Canvas)
Minkler, Meredith, Cheri Pies, & Cheryl Hyde. (2012). “Ethical Issues and Practical
Dilemmas in Community Organizing and Community Capacity Building.” In M.
Minkler (Ed.), Community Organizing and Community Building for Health, 3rd ed.
New Brunswick: Rutgers University Press. (Canvas)

Session 8: Cultural Identity and Awareness

· Primary and secondary dimensions of one’s cultural identity, the intersection and
complexity of these dimensions, subjective vs. socially constructed self
· Importance of cultural self-awareness and cultural humility in culturally competent
practice

Readings:
SSWG-5007, Spring-2021 Page 13
 Azzopardi, Corry & Ted McNeill. (2016). “From Cultural Competence to Cultural
Consciousness: Transitioning to a Critical Approach to Working Across Differences
in Social Work.” Journal of Ethnic & Cultural Diversity in Social Work, 25(4): 282-
299. (Canvas)
Dupre, Marilyn. (2012). “Disability Culture and Cultural Competency in Social Work.”
Social Work Education, 31(2), 168-183.
Moncho, Craig. (2013). “Cultural Humility Part I - What is Cultural Humility?” Social
Work Practitioner blog. https://thesocialworkpractitioner.com/2013/08/19/cultural-
humility-part-i-what-is-cultural-humility/. Read post and view video.
Rivas-Drake, Deborah et al. (2014). “Ethnic and Racial Identity in Adolescence:
Implications for Psychological, Academic, and Health Outcomes.” Child
Development, 85(1): 40-57. (Canvas)
Thomas, Anita & Sara Schwarzbaum. (2017). “”Self in Context,” Culture and
Identity, (chap. 1). Thousand Oaks, CA: Sage. (Canvas)

Session 9: Power and Privilege I

· Structures and processes of subordination and domination, power and privilege
· Connections between cultural identity and these structures and processes
· Manifestation of power and privilege
· Unpacking cultural privilege(s)
· Strategies for addressing privilege

Readings:
Johnson text. “Introduction,” “We’re in trouble” (Chap. 1), “Privilege, oppression and
difference” (Chap. 2), and “Capitalism, class, and the matrix of domination”
(Chap. 3).
Crisp, Catherine. (2014). “White and Lesbian: Intersections of Privilege and
Oppression.” Journal of Lesbian Studies, 18(2), 106-117.

Session 10: Power and Privilege II

· Structures and processes of subordination and domination, power and privilege
· Connections between cultural identity and these structures and processes
· Manifestation of power and privilege
· Unpacking cultural privilege(s)
· Strategies for addressing privilege

Readings:
Johnson text. “Making privilege and oppression happen” (Chap. 4), “The trouble with
trouble” (Chap. 5), “What it all has to do with us” (Chap. 6), “How systems of
privilege work” (Chap. 7), and “Getting off the hook: Denial and resistance” (Chap.
SSWG-5007, Spring-2021 Page 14
 8).
Sue, D. (2010). “Microaggressions, Marginality, and Oppression: An Introduction,”
Microaggressions and Marginality: Manifestation, Dynamics, and Impact, (chap.
1). Hoboken, NJ: Wiley & Sons. (Canvas)

Session 11: Power and Privilege III

· Structures and processes of subordination and domination, power and privilege
· Connections between cultural identity and these structures and processes
· Manifestation of power and privilege
· Unpacking cultural privilege(s)
· Strategies for addressing privilege

Readings:
Johnson text. “What can we do?” (Chap. 9) and “A worldview is hard to change”
(Epilogue)
Burnette, Catherine & Charles Figley. (2017). “Historical Oppression, Resilience, and
Transcendence: Can a Holistic Framework Help Explain Violence Experienced by
Indigenous People?” Social Work, 62(1): 37-44. (Canvas)
Adelman, Madelaine & Kathryn Woods. (2008). “Identification without Intervention:
Transforming the Anti-LGBTQ School Climate.” Journal of Poverty, 10(2): 5-26.
(Canvas)
Alfarano, B. (n.d.). “Confronting the White Elephant: White Privilege in Social
Services” http://www.socialworktoday.com/archive/exc_0618.shtml (Canvas)

Session 12: Synthesis – Justice, Ethics, Anti-Oppressive Social Work

· Cultural Identity Autobiography due
· Taking stock – connections between social justice, social work ethics and anti-
oppressive practice
· Elements of anti-oppressive and social change oriented practice

Readings:
Grant, Jaclyn and Michael Austin. (2014) “Incorporating social justice principles into
social work practice,” Social Justice and Social Work, M. Austin (ed). Thousand
Oaks: Sage. (Canvas)
Jeyapal, D. (2017). “The Evolving Politics of Race and Social Work Activism: A Call
across Borders.” Social Work, 62(1): 45-52. (Canvas)
Ratts, Manivong. (2011). “Multiculturalism and Social Justice: Two Sides of the
Same Coin.” Journal of Multicultural Training and Development, 39(1): 24-37.
SSWG-5007, Spring-2021 Page 15
 (Canvas)
Clifford, D. (2015). “Oppression and Professional Ethics.” Ethics and Social Welfare,
10(1): 4-18. (Canvas)

Session 13: Examples of Anti-Oppressive Social Work Practice

· Anti-oppressive practice with individuals and families
· Anti-oppressive practice in organizations and communities

Readings:
East, Jean & Susan Roll. (2015). “Women, Poverty, and Trauma: An Empowerment
Practice Approach. Social Work, 60(4): 279-286.
Knight, Carolyn. (2017). “Group Work with Homeless Mothers: Promoting Resilience
through Mutual Aid.” Social Work, DOI: https://doi.org/10.1093/sw/swx022.
(Canvas)
Alexander, Margaret. (2008). An Integrated Anti-Oppression Framework for
Reviewing and Developing Policy: A Toolkit for Community Service Organizations.
Toronto: Springtide Resources. (Canvas)
Hyde, Cheryl A. (2012). “Organizational Change Rationales: Exploring Reasons for
Multicultural Development in Human Service Agencies,” Administration in Social
Work, 36(5), 436-456. (Canvas)
Moncho, Craig. (2013). “Cultural Humility Part II - Promoting Cultural Humility in the
Workplace” Social Work Practitioner blog.
https://thesocialworkpractitioner.com/2013/08/26/cultural-humility-part-ii-
promoting-cultural-humility-in-the-workplace/.

Session 14: Wrap-up and Evaluation

· Final Project Due

SSWG-5007, Spring-2021 Page 16

 General Policies
All University ([http://bulletin.temple.edu/undergraduate/academic-policies/ or
www.temple.edu/grad/policies/index.htm]) and College of Public Health policies will be upheld. The
[Graduate or Undergraduate] Student Handbook for the College of Public Health details College
expectations: (http://cph.temple.edu/student-handbooks)

Remote Proctoring Statement

Zoom, Proctorio or a similar proctoring tool may be used to proctor exams and quizzes in this course.
These tools verify your identity and record online actions and surroundings. It is your responsibility to
have the necessary government or school issued ID, a laptop or desktop computer with a reliable
internet connection, the Google Chrome and Proctorio extension, a webcam/built-in camera and
microphone, and system requirements for using Proctorio, Zoom, or a similar proctoring tool. Before the
exam begins, the proctor may require a scan of the room in which you are taking the exam.

Incomplete
A student will be eligible for a grade of “Incomplete” only if he/she: 1) has completed at least 51% of
the work at a passing level, 2) is unable to complete the work for a serious reason beyond his or her
control, and 3) files a signed agreement with the instructor outlining the work to be completed and the
timeframe in which that work will be completed. The student is responsible for initiating this process
and all incomplete forms must be sent to the Associate Dean for Academic Affairs prior to the start of
study days in that semester. (Please refer to the following link for more details:
http://policies.temple.edu/PDF/41.pdf).

Withdrawal from the Course

If a student wishes to withdraw from a course, it is the student’s responsibility to meet the deadline for
the last day to withdraw within the current semester (www.temple.edu/registrar/documents/calendars/
). Please consult the University policy on withdrawals (http://policies.temple.edu/PDF/337.pdf).

Statement on Academic Rights & Responsibilities

Freedom to teach and freedom to learn are inseparable facets of academic freedom. The University
has a policy on Student and Faculty Academic Rights and Responsibilities (Policy #03.70.02), which
can be accessed at http://policies.temple.edu/PDF/99.pdf.
Academic Honesty
According to the University Student Code of Conduct, students must not commit, attempt to commit,
aid, encourage, facilitate, or solicit the commission of academic dishonesty and impropriety including
plagiarism, academic cheating, and selling lecture notes or other information provided by an instructor
without the instructor’s authorization. Violations may result in failing the assignment and/or failing the
course, and/or other sanctions as enumerated in the University Code of Conduct, which can be
accessed at http://studentconduct.temple.edu/policies.
Counseling Services
You may experience issues that can cause barriers to learning (strained relationships, increased
anxiety, substance use, feeling down, difficulty concentrating and/or lack of motivation). These
concerns may lead to diminished academic performance and ability to participate in activities. Please
refer to the Tuttleman Counseling Center at https://www.temple.edu/temple-students/health-and-
wellness/health-and-counseling. For those not in proximity to Main campus, the Care Team
(https://careteam.temple.edu/) can assist you in finding support in your locale.

SSWG-5007, Spring-2021 Page 17

 Sexual Misconduct
Temple University is committed to providing a learning and working environment that emphasizes the
dignity and worth of every member of its community, free from discriminatory conduct. Sexual
harassment in any form or context is contrary to this commitment and will not be tolerated. Please refer
to the University policy on sexual harassment at:
https://secretary.temple.edu/sites/secretary/files/policies/04.82.02.pdf Additional resources related to
sexual harassment and ways in which to report an incident can be found at:
http://sexualmisconduct.temple.edu/

Permission to Record
Students who wish to record class should speak with the instructor in advance to be respectful of
classmates. Recording of lectures as a disability accommodation is permitted. Students are not
permitted to copy, publish or redistribute any recordings without express permission from the instructor
and any students recorded; distribution without permission may be a violation of educational privacy
laws (FERPA) and copyright laws. Instructors may record live/synchronous class sessions to share
through Canvas for students unable to attend class or as a study tool. The instructor will inform the
class in advance and is able to pause the recording, upon request, if there are sensitive topics being
discussed. All instructor recordings are property of Temple University.

Netiquette Statement
It is important to foster a respectful and productive online learning environment. Our differences, some
of which are outlined in the University's nondiscrimination statement, add richness to this learning
experience. All opinions/experiences must be respected in the spirit of academic discourse. Treat your
classmates and instructor with respect in all communication, class activities, and meetings; do not
attack any individual. Avoid the use of profanity, sarcasm, slang and the use of all capital letters in
discussion threads, as these forms of communication may be disruptive. Be careful with your own and
others’ privacy. Treat others the way you wish to be treated.

Library Resources
Students may request appointments with Librarians, who can provide targeted assistance at all stages
of your project, including exploring a topic, test-driving Temple’s academic research tools, and
identifying and citing sources. A Subject Librarian has particular skills to focus on your major
or the class you are taking. Schedule appointments individually or in small groups. Easy access
to program specific resources may be found in Library research guides http://guides.temple.edu/hsl.

Continuity of Instruction in Event of Emergency

Students are to register for the TUAlert System (http://www.temple.edu/safety/tuready/) to be made
aware of University closures due to weather or emergency situations and follow all university-wide
emergency instructions. In the event of an emergency, class materials/instructions will be provided in a
web-based format via Canvas or zoom. Students registered for the class will be alerted to any other
modifications from the instructor via email.

SSWG-5007, Spring-2021 Page 18