Reconceptionalizing the Knowledge Base of Social Work: The Imperative for Critical Theories and Perspectives in Social Work Education

Authors

Kristie L. Seelman, Georgia State UniversityFollow
Elizabeth L. Beck, Georgia State UniversityFollow
Shane R. Brady, University of OklahomaFollow
Karimah Dillard, Housing Justice LeagueFollow
William LaneFollow

Keywords

Critical theory, critical race theory, intersectionality, critical feminisms, critical pedagogy, queer theory, social work

Abstract

As the U.S. continues to grapple with the need for a racial reckoning, and with a growth of progressive voices and movements—especially those lead by Black, Indigenous, and People of Color—now is an important time to re-examine social work’s knowledge base. Students, researchers, and practitioners need the tools to challenge hegemony, inequity, injustice, and White supremacy from a structural position. Critical theory is an important tool for such work, yet it is not well integrated into social work textbooks, and many students still have limited exposure to it. In this paper, we explore critical theory’s roots and evolution and discuss theories and approaches from this lens that have relevance to social work, including critical pedagogy, Foucauldian theory, queer theory, Critical Whiteness/Critical Race Theory, critical feminisms, and intersectionality. We discuss how these approaches can inform social work practice and education.

Recommended Citation

Seelman, Kristie L.; Beck, Elizabeth L.; Brady, Shane R.; Dillard, Karimah; and Lane, William (2021) "Reconceptionalizing the Knowledge Base of Social Work: The Imperative for Critical Theories and Perspectives in Social Work Education," The Journal of Sociology & Social Welfare: Vol. 48: Iss. 4, Article 2.
DOI: https://doi.org/10.15453/0191-5096.4511
Available at: https://scholarworks.wmich.edu/jssw/vol48/iss4/2