Putting Principles Into Practice: Addressing Historical Trauma, Mistrust, and Apprehension In Research Methods Courses.
Henderson, Zuleka. Acquaye-Doyle, Lucina A. Waites, Shayna. Howard, Tyriesa.
Published: Winter 2016
Journal of Social Work Education
Vol. 52, No. 1 , p. 69-78
Routledge -- Taylor and Francis Group
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The social work profession has articulated commitments to acknowledging and affirming how diversity and culture shape the human experience and to developing social workers who can competently engage in research-informed practice and practice-informed research. However, there remains a need in social work education for more widespread use of culturally relevant pedagogies that can help achieve these goals. Informed by historical trauma theory and the Black perspective, this article presents a model we used for teaching research to master’s-level social work students at a historically Black university. The article describes assignments and classroom exercises that were used and discusses the implications of this model for culturally informed research curricula that promotes antioppressive research in diverse classroom settings. (Author abstract)
African Americans; schools of social work; historical perspective; trauma; research; social workers attitudes; cultural competency; models; Curricula