Sharing the Story: Living in the Shadow of Ferguson
Presenter(s):
Kimberly Carter, PhD, and Jill Schrieber, PhD
$18.75
Member Price:
$15.00
Training description:
Two social work faculty of a predominantly white social work program on the edge of St. Louis share how they wrestled with the impact of race on power, privilege, and oppression in the shadow of events in Ferguson, Missouri. Discussion will focus how a person’s faith, history, values and perspectives influence race communications and relationships with colleagues, students and clients.
CE category:
Research and Practice with Ethnically Diverse Populations
Social Work Education
Human Development, Diversity, and Behavior in the Environment
No. of CE Hours:
1.25
Training format:
video-based
Practice Level(s):
Basic: Student/BSW Level
Intermediate: MSW Level
Target Audience:
Social workers and related professionals
Social work students
Human services professionals
Clergy
Learning Objectives:
After completing this training, I am able to:
• articulate the impact of social work in or near a racially charged community (like Ferguson)
• describe the process of creating dialogue in response to crises and the value and challenges of doing so within predominantly white groups and communities
• articulate how their faith, history, values and perspectives influence race communications and relationships
View Training PowerPoint File:
Link to View Excerpt of Training Video:
Training Outline:
I. Activity - Recognition of Racially Charged Incidents & Impact on Participants' Campus Climate – 15 minutes
II. SIUE & Ferguson Story – 15 minutes
a. About SIUE
b. About SW Dept
c. Faculty Perspectives/Backgrounds
III. Ferguson - in the backyard of SIUE – 15 minutes
a. SIUE Response
b. Social Work Dept Response
IV. Analyzing the Response – 10 minutes
a. minority and non-minority faculty
b.leadership,
c. students
V. Responses & Dialogues – 10 minutes
a. Curricular Innovations, Letters, & Talks with students
b. Challenges to Response
c. Inadequate or Inappropriate Responses
VI. Implications for Minority Faculty & Campus Climate – 10 minutes
Bibliography:
A message from the Social Work Leadership Forum (2014, December). Retrieved from http://secure.sswr.org/a-message-from-the-social-work-leadership-forum/
Bender, S. W. (2016). Campus Racial Unrest and the Diversity Bargain.
Council for Social Work Education (2014). Programmatic Responses to Current Examples of Social Injustice. Retrieved from http://www.cswe.org/Meetings/75592.aspx
Gayles, J. G., Kelly, B. T., Grays, S., Zhang, J. J., & Porter, K. P. (2015). Faculty teaching diversity through difficult dialogues: Stories of challenges and success. Journal of Student Affairs Research and Practice, 52(3), 300-312.
Dessel, A., Rogge, M. E., & Garlington, S. B. (2006). Using intergroup dialogue to promote social justice and change. Social work, 51(4), 303-315.
Garcia, B., & Soest, D. V. (1999). Teaching about diversity and oppression: Learning from the analysis of critical classroom events. Journal of Teaching in Social Work, 18(1-2), 149-167.
Garcia, B., & Soest, D. V. (2000). Facilitating learning on diversity: Challenges to the professor. Journal of Ethnic and Cultural Diversity in Social Work, 9(1-2), 21-39.
Harper, S. R. (2017). Racially Responsive Leadership. Challenges in Higher Education Leadership: Practical and Scholarly Solutions.
Lewis, C. (2014, August 18). Ferguson begs for a grand response from social work. [Web log post]. Retrieved from http://crispinc.org/2014/08/18/ferguson-county-begs-for-a-grand-response-from-social-work/
Wise, T. (2015). Awareness, sensitivity and checking our privilege are not enough: Reflections on whiteness and American Higher Education. Journal Committed to Social Change on Race and Ethnicity, 1(1), 82-100.
Zuniga, X., Naagda, B. R. A., & Sevig, T. D. (2002). Intergroup dialogues: An educational model for cultivating engagement across differences. Equity &Excellence in Education, 35(1), 7-17.
Presenter Bio:
Dr. Kimberly Carter: An Assistant Professor of social work at SIUE, Dr. Kimberly Carter has a history of teaching undergraduate and graduate human behavior, group practice, program evaluation, and mental health. Her research interests include exploring health and mental health care disparities and is highly involved in community health initiatives. She also has research interests in innovative instructional techniques in social work, such
Dr. Jill Schreiber is an assistant professor of social work at SIUE. She is Mennonite and has studied theology and religious studies at the graduate level. She has worked as a social worker in mental health agencies and in schools. Her research interests include social work pedagogy, religion and child welfare. She primarily teaches courses about social work practice, generalist theory, and children, youth and family services