abstract: This dissertation is guided by the following questions: How do People of Color define and experience White people as "authentic" allies? What does a White ally look like to People of Color? How do White allies view themselves as "authentic" White allies? What experiences lead White people to anti-racism and anti-racist praxis? How do White people translate what they know about racism into an active and courageous anti-racist praxis in their own lives? What kinds of educational experiences in the social work classroom might foster or hinder students from learning how to translate anti-racist knowledge into anti-racist praxis? Using narrative methods, I explore some of the answers to these questions. Findings from this study offer ways to design deeper and more meaningful social work/social justice pedagogy that will better prepare social workers to be active, anti-racist practitioners and allies in all aspects of their work. / Dissertation/Thesis / Ed.D. Curriculum and Instruction 2012
| Identifer | oai:union.ndltd.org:asu.edu/item:14677 |
| Date | January 2012 |
| Contributors | Hornung, Rebecca (Author), Sandlin, Jennifer (Advisor), Lietz, Cynthia (Committee member), Swadener, Elizabeth (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 223 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved |
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