Emancipatory engagement

An urban womanist social work pedagogy

Bibliographic Data

ID2168809
AuthorsDenise Mclane-Davison
Year2017
Pages1-10
Publication date2017-01-13
Open AccessNo
TypeARTICLE
VenueJournal of Human Behavior in the Social Environment (JOURNAL)
Journal identifiersISSN: 1091-1359 • E-ISSN: 1540-3556
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10911359.2016.1273158
OpenAlexW2575309040
LanguageEN
Citations received4
References cited19

Standing on the hope of the initial social work course from 1914 at Morgan College, this article provides insight into the significant learning outcomes of contemporary students in advanced social work practice with urban African American families. This research introduces the conceptual framework of urban womanist social work pedagogy as an inclusive practice-informed knowledge produced through the rituals, traditions, values, culture, and resilience of historically disenfranchised communities. Urban womanist social work teaching methods honor truth telling from the ones who have lived there. Urban womanist social work affirms transformative-centered research, teaching, and scholarship produced through institutions such as historically black colleges and universities (HBCU's). The students' reflective narratives reveal a process of transformation, centered in the freedom standpoint, which includes recognizing the location and context of their individual and collective identity as African Americans in the profession of social work. Urban womanist social work pedagogy cumulatively equips our students with intergenerational knowledge that inform their assessment of critical issues in Baltimore's African American communities

Aesthetics · Context (archaeology · Honor · Identity (music · Pedagogy · Political science · Scholarship · Sociology · Transformative learning · Homelessness and Social Issues · Social Work Education and Practice · Urban, Neighborhood, and Segregation Studies · Social Work · Gender Studies

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