Racialised nudity’ in social work education

Critical reflections on cross-cultural pedagogies

Dados Bibliográficos

ID11444543
AutoresFatin Shabbar (0000-0001-9249-9723, University of South Australia, autor correspondente)
Ano2025
Volume44
Fascículo6
Páginas1471-1485
Data de publicação2025-08-18
Open AccessSim
TipoARTICLE
PeriódicoSocial Work Education (JOURNAL)
Identificadores do periódicoISSN: 0261-5479 • E-ISSN: 1470-1227
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02615479.2024.2400215
OpenAlexW4402799220
IdiomaEN
Citações recebidas1
Referências citadas51

Fostering cross-cultural learning is an important component in social work education in Australia. However, cross-cultural learning competencies are often criticised for lacking meaningful engagement with effective decolonial processes. Drawing on a postcolonial perspective, this paper offers a theoretical critique of pedagogical practices that create, sustain, and reinforce racial hierarchy in cross-cultural learning. These practices are discussed within the notions of tokenistic inclusion and racialised nudity that illustrate deficit models of cultural engagement. The paper is underpinned by the argument that a broadly defined and uncritically designed cross-cultural teaching and learning experience runs the risk of perpetuating white supremacy and dominance in social work education. By critiquing tokenistic cross-cultural pedagogical practices, this paper advocates for a re-orientation of social work education where a decolonial approach to knowledge production is embraced within curriculum design with a prioritised focus on the intersection of whiteness and racism

Pedagogy · Political science · Sociology · Critical and Liberation Pedagogy · Homelessness and Social Issues · Law · Psychology · Social Psychology · Social Work Education and Practice · Social Work